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UNIT 3

Theories &
Models in
Health
Promotion

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This should say Chapter 7 NOT Chapter 4!!!

Pla nning Models &
Intervention Models
C HAPTE R 3 = MODE L S FOR PROGRAM PL ANNING
Responsible for all model info, US examples are useful, but won’t be specifically examined

C HAPTE R 4 = THEORIES & MODE L S OF HP INTE RVE NTIONS

Heaviest chapter in text…all are used in HP so all examinable….I encourage you to start
reading it now
Note: modules dedicated to these chapters on OWL

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Intro to Unit 3 Models & theories are similar to the

IM P O R TA N C E O F M O DELS & TH EO R IES
importance of having a research
Sim ilar to narrowing focus of a research paper - question
direction about INTENT of paper
Models & theories enable program planners to give
They dictate the intention of the
structure & organization & understanding to the paper
program process & purpose

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Differenc e Between
Models & Theories
Theories are like a question mark
TH EO R IES M O DELS Models are the map
Help us und ersta nd w ha t Pro vid e a vehic le fo r
influenc es hea lth a p p lying theo ries—
Why a re p e o p le ( no t) fra m ew o rk / m a p
eng a g ing in c erta in hea lth
b eha vio urs?
Ho w a re p e o p le’s
b eha vio urs influenc ed ?
Wha t fa c to rs sho uld b e
c o nsid ered w hen
eva lua ting p ro g ra m ’s
fo c us?

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How Models & Theories W ork

Together for S uc c essful Example: Why do you do your
HP Progra m s
reading? it is because you want to
Ø Theo ries p ro vid e insig ht s &
d irec t io ns ~ examples:
get a good grade
Ø St ud ent s & rea d ing s;
Ø d o g & tricks
Ø Mo d els t hen g ive st ep s She understand that dogs like treats
a c t ua lly to init ia t e
c ha ng e e.g ., d o g (theory) & then applies reward
t ra iner = “m o d el”
Ø A m o d el no t g ro und ed
behaviour model in order to get her
in t heo ry is g enera lly
unsuc c essf ul
to do tricks
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Operant & classical conditioning form

behaviour change from a health
promotion lense
Psyc holog ic a l Ba sis
for Be ha viour
C ha ng e
OP ERANT & C LAS S IC AL
C ONDITIONING

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What school of psychological thought did Pavlov’s work
start?
Behaviourist school of thought
Viewed psychology as an empirically rigorous science
A whole bunch of valuable info in this next
video…operant & classical conditioning; reinforcement & focused on observable behaviours & not unobservable
punishment
internal mental processes.
Ø What school of psychological thought did Pavlov’s work start?
we view psychology as the science of both behavior
Ø What is a neutral stimulus in Classical Conditioning (CC) ?
AND mental processes
Ø What does the neutral stimulus become in the after-conditioning phase of CC?

Ø True / False: Operant conditioning is a kind of associative learning

Ø Who is the “champion” (founder) of Operant Conditioning (OC)?
Ø What is a ‘shaper’ in Operant Conditioning?
Ø True / False: Negative reinforcement means the same as punishment in OC
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What is a neutral stimulus in Classical Conditioning
(CC) ?
things that wouldn’t normally make you drool, like a
certain sound, shining light, or touch on the leg

7 What does the neutral stimulus become in the after-

conditioning phase of CC?
the unconditioned stimulus is paired with the neutral
A whole bunch of valuable info in this stimulus and results in response. This is repeated many
video…operant & classical conditioning; times until the association between the two stimuli is
reinforcement & punishment
made, in a stage called acquisition. By the time you get
to the after-conditioning phase, that old neutral stimulus
has become a conditioned stimulus

True / False: Operant conditioning is a kind of

associative learning
TRUE: Associative learning. That’s when a subject links
certain events, behaviours, or stimuli together in the
process of conditioning
8 It is the association of our behaviour with consequences

Who is the “champion” (founder) of Operant Conditioning

©
© JJ.. IrIrwi
winn (OC)? B.F. Skinner

Psyc hologic a l Ba sis for What is a ‘shaper’ in Operant Conditioning?

Beha viour C ha nge
CONTINUED
Operant conditioning procedure that reinforces guide
C la ssic a l/Pa vlovia n behaviour to closer approximations of the desired
Pa ir new st im ulus w it h na t ura l behaviour
st im ulus t o p ro d uc e na t ura l

resp o nse
All resp o nses a re ref lexes True / False: Negative reinforcement means the same as
punishment in OC
Stimulus that when removed after a response
strengthens the response
9 NOT THE SAME AS PUNISHMENT

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Psyc hologic a l Ba sis for

Beha viour C ha nge
CONTINUED

C la ssic a l/Pa vlovia n

q E.g ., na t ura l st im ulus = sm ell o f fries
= sa liva t io n ( na t ura l ref lexive
resp o nse)
q t h e n .pair sm ell o f f ries w it h
d o o r b ell & event ua lly w e’ll sa liva t e
w h en w e hea r t he d o o r b ell
q C o nd it io n “na t ura l” resp o nse to
o c c ur w it h st im uli t ha t w o uld n’t
no rm a lly p ro d uc e t ha t resp o nse
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Psyc hologic a l Ba sis for

Beha viour (B) C ha nge
CONTINUED

Ope ra nt C onditioning
Mo d if y B b y m a nip ula t ing
c o nseq uenc es o f B
Thru “sha p ing ” w e lea rn t o m o d if y
o ur B
C o nseq uenc es sha p e t he
c o nt inua t io n/ t erm ina t io n o f B
( + c o nseq = c o nt B)

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Psyc hologic a l Ba sis for

Beha viour C ha nge
CONTINUED

Ope ra nt C onditioning
E.g ., t a rg et B = t ea c h c hild ren t o use
sea t b elt s
Op c o nd . p rinc ip les WIDELY used in B
st ra t eg ies f o r hea lt h B c ha ng e
Ma ny c om bo the orie s & m ode ls
using o p & c la ssic a l c o nd a re used

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C om b o Th e orie s

1 St im u lu s Re sp o n se ( SR) Th e o ry

So c ia l C o g n it iv e Th e o ry / So c ia l
2
Le a r n i n g Th e o r y

3 Th e o ry o f Re a so n e d Ac t io n ( TRA)

4 Th e o ry o f Pla n n e d Be h a v io u r ( TPB)

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