Linking Goals and Objectives to Theoretical Relevance

The theoretical model we used as the basis for our program is the Social Cognitive

Theory (SCT). This theory consists of three essential components that continually interact

through influencing and being influenced by each other: personal factors, environmental

influences, and behavior. This interaction is known as reciprocal determinism. A basic concept

about SCT is that people not only learn through their own experiences, but they also learn by

observing the actions of others as well as the results that come from those actions.

The first main component of the Social Cognitive Theory is personal factors. This

includes things like an individual’s age, cognitions, prior experiences with the behavior, etc.

Next, environmental influences consist of factors such as an individual’s access to resources,

safety, support from friends or family, among many other examples. Lastly, there are aspects of

the behavior itself such as outcomes caused by the behavior, vigor of the behavior, and the

individual’s competence with the behavior. Looking at these three components together, there

are an infinite number of factors that may combine depending on a person’s situation. However,

the interaction itself will always be considered reciprocal determinism. Reciprocal determinism

is a central construct of SCT, and it means that a person can be both an agent and a responder to

change. Therefore, changes in the environment, the examples of role models, and reinforcements

can all be used to promote healthier behavior.

In addition to the main components of Social Cognitive Theory discussed previously,

there are also a couple of other key constructs that proved to be useful for our program. These

include: observational learning, self-efficacy, self-regulation, and facilitation/behavioral

capabilities. Observational learning is best described as acquired beliefs based on observing

similar individuals or role models performing a new behavior. Self-efficacy is the confidence an
individual has on their ability to perform a behavior. Self-regulation is when an individual

displays control through goal-setting, self-monitoring, feedback, and by reaching out for support.

Lastly, facilitation or behavioral capabilities is providing tools, resources, or environmental

changes that make the new behaviors easier to perform.

Here is a breakdown linking our program’s goals and intervention efforts, as well as its

theoretical relevance to the key constructs of the Social Learning Theory. Our program leads,

composed primarily of peer educators and community health workers, will conduct educational

sessions where they will demonstrate easy, healthy recipes for the parents and children to adopt.

There will also be informational workshops that will guide the parents on where and how they

can apply for financial assistance for their meals. CHEER will host fundraisers and collaborative

events with farmers markets to make healthy ingredients more accessible. At these events, there

will be booths set up with fun, educational activities for the children that will help them learn

more about different fruits and vegetables. Additionally, our program staff will conduct outdoor

events and host recreational activities for the parents to engage in fun physical activities with

their children.

Through our program CHEER, we are providing low-income families with the tools and

resources they need to help prevent obesity, this falls under the facilitation/behavioral

capabilities component of the SCT. As they go through our program, they will learn about

nutrition, healthy recipes, and menu planning. They will also learn exercises and fun physical

activities they can engage in as a family to promote movement. By learning these components,

they will gain confidence in their abilities thus developing self-efficacy. After developing self-

efficacy, parents will begin to implement this newfound knowledge in their homes and children

will be able to undergo observational learning which will encourage them to practice these
healthy behaviors. Lastly, our program will teach goal-setting and self-monitoring techniques to

promote the self-regulation component in the Social Cognitive Theory.