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health and behavior
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Health behaviour

  1. 1. HUMAN BEHAVIOUR AND HEALTH PROMOTION LINKAGE AMANY RASHAD ABO-EL-SEOUD Prof. Community Medicine Zagazig University,EGYPT
  2. 2. HUMAN HEALTH BEHAVIOUR
  3. 3. Human Health Behavior  Human behaviour, especially health behaviour, is complex and not always readily understandable  Health behaviour, like other behaviour, is motivated by stimuli in an individual’s environment  The response to such stimuli may or may not be directly related to health
  4. 4. Human Health Behavior  Motivation which leads to health influencing behaviour may also not be related to health per se  Motivation for health behaviour is dynamic and not static
  5. 5. Types Of Health Behavior  Health-directed behavior ◦ Observable acts that are undertaken with a specific health outcome in mind  Health-related behavior ◦ Those actions that a person does that may have health implications, but are not undertaken with a specific health objective in mind
  6. 6. Types Of Health-related Behaviour  Preventive Health Behaviour ◦ action taken when a person wants to avoid being ill or having a problem e.g. a mother takes her child for immunisation  Illness Behaviour ◦ action taken when a person recognizes signs or symptoms that suggest a pending illness e.g. a mother gives her child cough medicine after hearing her wheeze
  7. 7. TYPES OF HEALTH-RELATED BEHAVIOUR  Sick-role Behavior ◦ action taken once an individual has been diagnosed (either self or medical diagnosis) e.g. an employee takes a vacation because he is ill, he takes treatment and obeys his doctor’s advice
  8. 8. BEHAVIOR IN ILLNESSFeeling symptoms Do nothi ng Go to pharmac y Self treatment Go to doctor complianc e cure No complianc e complicat ion
  9. 9. Factors that affect illness behavior  Age, sex, level of education, culture, religion, past experience  Seriousness of symptoms/signs  If these symptoms affect the ordinary life  Persistence and frequency of symptoms  Personal tolerance to symptoms  Level of knowledge, cultural opinion about these symptoms  Severity of illness or being fatal.  Stigma : community opinion towards patients of that illness  Availability of medical services & treatment  Trusted services and health providers
  10. 10. KNOWLEDGE AND BEHAVIOUR
  11. 11. PHASES BETWEEN KNOWLEDGE & BEHAVIOUR Knowledge of correct health action Perception Interpretation Salience Putting the knowledge into action
  12. 12. KNOWLEDGE AND BEHAVIOUR  In some cases, knowledge may be sufficient to elicit changes in behaviour, but in other cases it may be neither necessary nor sufficient  It should not be assumed that individuals are always knowledgeable about an appropriate health behaviour, but neither should it be assumed that knowledge will guarantee changes in behaviour
  13. 13. KNOWLEDGE AND BEHAVIOUR  Where knowledge is deemed important, this should be expressed in terms that are salient (most noticible) to the target audience  The transfer of knowledge into action is dependent on a wide range of other internal and external factors, including values, attitudes and beliefs
  14. 14. KNOWLEDGE AND BEHAVIOUR  For most individuals, the translation of knowledge into behaviour requires the development of specific skills (enabling factors) which may include interpersonal skills.
  15. 15. ATTITUDES, VALUES AND BEHAVIOUR
  16. 16. ATTITUDES, VALUES AND BEHAVIOUR  An individual’s attitude to a specific action and their intention to adopt it is influenced by:  beliefs, motivation which comes from the person’s values, attitudes and drives (instincts), and the influence from social norms
  17. 17. ATTITUDES, VALUES AND BEHAVIOUR  A belief ‫معتقد‬represents the information a person has about an object or action. It links the object to some attribute.  Values ‫قيم‬ are acquired through socialization and are those emotionally charged beliefs which make up what a person thinks is important.
  18. 18. ATTITUDES, VALUES AND BEHAVIOUR  Attitudes ‫اتجاه‬are value-based social judgement which possess a strong evaluative component  Attitudes have different components - cognitive (belief), emotional (feeling) and behavioral (predispositions to act)
  19. 19. ATTITUDES, VALUES AND BEHAVIOUR  Values and attitudes help to explain the knowledge-action gap in many instances  Most people are at ease when their knowledge is consistent with their attitude and values  If discord arises, the facts are often interpreted (or misinterpreted) so that contradiction between knowledge is removed
  20. 20. ATTITUDES, VALUES AND BEHAVIOUR  There is no clear or linear progression from attitudes to behaviour  Often, attitude change precedes behavioural change ◦ Often assumed that changing attitudes to smoking will influence smokers to quit, yet a majority of smokers continue to smoke despite a negative attitude to smoking
  21. 21. ATTITUDES, VALUES AND BEHAVIOUR  But equally, behaviour change may precede and influence attitudes ◦ On the other hand, quitting smoking is often a stimulus for indifferent ‫مبالى‬ ‫غير‬ smoker to develop a negative attitude to smoking
  22. 22. MODELS OF BEHAVIOUR CHANGE
  23. 23. 1. THE COGNITIVE DISSONANCE MODEL (Festinger-1957) ‫المعرفى‬ ‫التنافر‬
  24. 24. COGNITIVE DISSONANCE MODEL  The model holds that inconsistency ‫تضارب‬is a painful or uncomfortable state  Since dissonance is psychologically uncomfortable, it will motivate an individual to reduce dissonance to achieve consonance  In addition, the individual will actively avoid situations and information that are likely to increase the dissonance
  25. 25. COGNITIVE DISSONANCE MODEL  The consequences of this are vital for anyone involved in the process of influence  For example, if a respected role model with whom an individual identifies makes a statement or declaration with which the individual disagrees, consonance is achieved by either: ◦ (a) changing the belief, or ◦ (b) changing attitudes to the respected person.
  26. 26. 2. MASLOW’S HIERARCHY OF NEEDS (Maslow - 1968)
  27. 27. MASLOW’S HIERARCHY OF NEEDS Basic physiological needs - hunger, thirst and related needs Safety needs - to feel secure and safe, out of danger Belongingness and love needs - to affiliate (follow) with others, be accepted Esteem needs - to achieve, be competent, and gain approval and recognition Self-actualization needs - to find self-fulfilment and realise one’s own potential
  28. 28. MASLOW’S HIERACHY OF NEEDS  Behaviour is motivated by a hierarchy of human needs  Explains why not everybody responds to the obviously beneficial and well-meaning interventions  Health needs may be compromised for the sake of satisfaction of low- order needs
  29. 29. 3. THE HEALTH BELIEF MODEL (Rosenstock and Becker - 1974)
  30. 30. HEALTH BELIEF MODEL “Two major factors influence the likelihood that a person will adopt a recommended preventive health action First they must feel personally threatened by disease i.e. they must feel personally susceptible to a disease with serious or severe consequences Second they must believe that the benefits of taking the preventive action outweigh the perceived barriers to (and/or cost of) preventive action”
  31. 31. HEALTH BELIEF MODEL Demographic variable [age, sex, race ethnicity, etc.] Socio-psychological variables Perceived Threat of Disease “X” Perceived Susceptibility to Disease “X” Perceived Severity of Disease “X” Perceived benefits of preventive action minus Perceived barriers to preventive action Likelihood of Taking Recommended Preventive Health ActionCues To Action Mass Media Campaigns Advice from others Reminder postcard from physicilan or dentist Illness of familiy member or friend Newspaper or magazine article INDIVIDUAL PERCEPTIONS MODIFYING FACTORS LIKELIHOOD OF ACTION
  32. 32. HEALTH BELIEF MODEL (Detailed) Concept Definition Application Perceived Susceptibility One’s opinion of chances of getting a condition Define population(s) at risk based on a person’s features or behaviour. Heighten perceived susceptibility if too low Perceived Severity One’s opinion of how serious a condition and its sequelae are Specify consequences of risk and condition Perceived Benefits One’s opinion of the efficacy of the advised action to reduce risk or seriousness of impact Define action to talk: how, where, when; clarity the positive effects to be expected Perceived Barriers One’s opinion of the tangible and psychological costs of the advised action Identify and reduce barriers through reassurance, incentives, assistance Cues to Action Strategies to activate “readiness” Provide how-to information, promote awareness, reminders
  33. 33. MODIFIED HEALTH BELIEF MODEL AS APPLIED TO HIV/AIDS PROGRAMME Perceived susceptibility Young man has been engaging in sex with multiple partners. Perceived Severity Young man believes that AIDS is a death sentence since there is no cure. Perceived Threat Young man believes that he is at risk because friend is ill. Cues to Action Radio messages explaining the need for safe sex. Peer education on safe sex and HIV. Benefits/ barriers  Condoms are easy to use, one can feel safe  Condoms not readily available, costly Desired Behaviour Young man buys and uses condoms regularly. Self-efficacy Young man has had practice using condoms and feels confident to use them.
  34. 34. 4. THE SOCIAL LEARNING OR SOCIAL COGNITIVE THEORY (Bandura - 1977)
  35. 35. SOCIAL LEARNING THEORY  The first theory to introduce the idea of self-efficacy  Theory is based on the belief that behavior is determined by expectancies and incentives
  36. 36. SOCIAL LEARNING THEORY  Behaviour is influenced by expectancies about: ◦ environmental cues (i.e. beliefs about how events are linked and what leads to what) ◦ consequences of one’s actions (i.e. how behaviour is likely to influence outcomes) ◦ competency to perform the behaviour needed to influence outcomes (i.e. self- efficacy)
  37. 37. SOCIAL LEARING THEORY Concept Definition Application Reciprocal Determinism Behaviour changes result from interaction between person and environment; change is bi-directional. Involve the individual and relevant others; work to change the environment, if warranted. Behavioural Capability Knowledge and skills to influence behaviour. Provide information and training about action. Expectations Beliefs about likely results of action. Incorporate information about likely results of action in advice. Self-Efficacy Confidence in ability to take action and persist in action. Point out strengths; use persuasion and encouragement; approach behaviour change in small steps. Observational Learning Beliefs based on observing others like self and/or visible physical results. Point out others’ experience. Physical changes’ identity role models to emulate. Reinforcement Responses to a person’s behaviour that increase or decrease the chances of recurrence. Provide incentives, rewards, praise; encourage self-reward; decrease possibility of negative responses that deter positive changes.
  38. 38. 5. THEORY OF REASONED ACTION (Fishbein and Atzen - 1975)
  39. 39. THE THEORY OF REASONED ACTION  Proposes that voluntary behaviour is predicted by one’s intention to perform the behaviour (e.g. how likely is it that you will take up a quit smoking programme?)  Intention, in turn, is a function of : ◦ attitude towards the impending behaviour (do you feel good or bad about quitting?), and ◦ subjective norms (do most people who are important to you think you should quit?)
  40. 40. THE THEORY OF REASONED ACTION  Attitude is a function of beliefs about the consequences of the behaviour (how important do you think it is to quit?) weighted by an evaluation of the importance of that outcome (how important is it to you to quit?)  Subjective norms are a function of expectations of significant others (does your spouse think you should quit?) weighted by the motivation to conform (how important is it to do what your spouse wants?)
  41. 41.  Unlike the Health Belief Model and the Social Learning Theory, this model is based on rationality ‫العقالنية‬and does not provide explicitly for emotional ‘fear- arousal’ elements such as the perceived susceptibility to illness  Basically more emphasis is put on intention rather than attitudes. THE THEORY OF REASONED ACTION
  42. 42. THEORY OF REASONED ACTION External variables Demographic variables Age, sex, occupation socio-economic status, religion, education. Attitudes towards targets Attitude towards people Attitudes towards institutions Personality traits Introversion- extraversion Neuroticism Authoritarianism Dominance Beliefs that the behaviour leads to certain outcomes Evaluation of the outcomes Beliefs that specific referents think I should not perform the behaviour Motivation to comply with the specific referents. Attitudes towards the behaviour Relative importance of attitudinal and normative components Subjective norm Intention Behaviour Possible explanations for observed relations between external variables and behaviour. Stable theoretical relations linking beliefs to behaviour.
  43. 43. THEORY OF REASONED ACTION AND PERSONAL BEHAVIOUR APPLIED TO HIV/AIDS PROGRAMME ACTION (Adapted to key focus areas) Subjective norm (perceived social pressure) Young man believes that his friends thinks condoms are not cool. Perceived behavioural control Young man feels confident that he can use condoms and handle his sexual drive. Personal attitude Young man is afraid of getting AIDS and believes that wearing condoms is good protection. Behavioural intention Young man indicates a willingness to use condoms regularly and ask for information on where he can obtain them cheaply. Desired behaviour taken Young man buys condoms and begins to use them regularly.
  44. 44. 6. STAGES OF CHANGE MODEL (Prochaska and DiClemente -1984)
  45. 45. STAGES OF CHANGE MODEL (Prochaska J & DiClemente C, 1984) Pre-contemplation Not interested in changing ‘risky’ lifestyle Exit: Maintaining ‘safer’ lifestyleAction: Making changes Maintenance: Maintaining change Relapse: Relapsing back Contemplating: Thinking about change Commitment: Ready to change
  46. 46. STAGES OF CHANGE MODEL  The model identifies a number of stages which a person can go through during the process of behaviour change  It takes a holistic approach, integrating a range of factors such as the role of personal responsibility and choices, and the impact of social and environmental forces that set very real limits on the individual potential for behaviour change  It provides a framework for a wide range of potential interventions by health promoters
  47. 47. STAGES OF CHANGE MODEL  Pre-contemplation stage: The stage which precedes entry into the change cycle. At this stage the person has not considered changing their lifestyle or become aware of any potential risks in their health behaviour.  Contemplation stage: Although the individual is aware of the benefits of change, they are not yet ready and may be seeking information or help to make the decision. This stage may last a short while or several years.
  48. 48. STAGES OF CHANGE MODEL  Commitment stage: When the perceived benefits seem to outweigh the costs and when the change seems possible as well as worthwhile, the individual may be ready to change, perhaps seeking some extra support.  Action stage: The early days of change require positive decisions by the individual to do things differently. A clear goal, a realistic plan, support and rewards are features of this stage.
  49. 49. STAGES OF CHANGE MODEL  Maintenance stage: The new behaviour is sustained and the person moves into a healthier lifestyle  Relapse stage: Although individuals experience the satisfaction of a changed lifestyle for varying amounts of time, most of them cannot exit from the revolving door first time around. Typically, they relapse back. Of great importance, however, is that they do not stop there, but move back into the contemplation stage.
  50. 50. Stages Of Change Model As Applied To Hiv/Aids Programme Precontemplation Young man has heard about AIDS but doesn’t think it is relevant to his life. Contemplation Young man believes that he and his friends are at risk and thinks that he should do something. Decision/ Determination Young man is ready & plans to use condoms so goes to a shop to buy them. Maintenance Wearing condoms has become a habit and young man regularly buys them. Action Young man buys and uses condoms.
  51. 51. STAGES OF CHANGE MODEL Concept Definition Application Pre-contemplation Unaware of the problem hasn’t though about change. Increase awareness of need f change, personalize information on risks and benefits. Contemplation Thinking about change, in the near future. Motivate, encourage to make specific plans. Commitment Making a plan to change. Assist in developing concret action plans, setting gradual goals. Action Implementation of specific action plans. Assist with feedback, proble solving, social support, reinforcement. Maintenance Continuation of desirable actions, or repeating periodic recommended step(s). Assist in coping, reminders, finding alternatives, avoidin slips/relapses (as applies).
  52. 52. 7. THE DIFFUSION OF INNOVATION THEORY (Rogers - 1962)
  53. 53. DIFFUSION OF INNOVATION PROCESS Cummulative number or % of adopters Time Innovators Early adopters Early majority Late majority Late adopters Source: Green & MCAlister 1984.
  54. 54. DIFFUSION OF INNOVATION  The adoption of ideas in a community diffuses among individuals in that community at varying rates  Early in the introduction of a new idea, it is picked up by ‘innovators’ (between 2 and 3% of the target population) who are venturesome, independent, risky and daring. They want to be the first to do things and they may not be respected by others in the social system.
  55. 55. DIFFUSION OF INNOVATION  The second group of people, the ‘early adopters’ (about 14% of the target population) are very interested in the innovation but they are not the first to sign up. They wait until the innovators are already involved to make sure the innovation is useful. They are respected by others in the social system and looked at as opinion leaders.
  56. 56. DIFFUSION OF INNOVATION  The next group ‘early majority’ (about 34% of the target population) may be interested in the innovation but will need external motivation to become involved, They will deliberate for some time before making a decision.  The ‘late majority’ (also about 34% of the target population) are next and it will take more time to get them involved for they are skeptical and will not adopt an innovation until most people in the social system have done so.
  57. 57. DIFFUSION OF INNOVATION  The last group the‘laggards’ (about 16% of the target population are not very interested in innovation and would be the last to become involved. They are very traditional and are suspicious of innovations. Laggards tend to have limited communication networks, so they really do not know much about new things.  This situation calls for different strategies for different categories of people and at different stages of the adoption process.
  58. 58. DIFFUSION OF INNOVATION Time Relapse between awareness, interest, trial and adoption Time Percentage of population 25 50 75 100 A B C E F G STAGES Awareness Interest Trial Adoption Late adopters Early adopters Source: Green & MCAlister 1984.
  59. 59. DIFFUSION MODEL KNOWLEDGE PERSUASION DECISION IMPLEMENTATION CONFIRMATION PRIOR CONDITIONS 1. Previous practice 2. Felt needs/problems 3. Innovativeness 4. Norms of social systems COMMUNICATION CHANNELS Characteristics of the Decision Making Unit: 1. Socio- economic characteristics 2. Personality variables 3. Communication behaviour Perceived Characteristics of the Innovation 1. Relative Advantage 2. Compatibility 3. Complexity 4. Trialability 5. Observability 1. Adoption Continued Adoption Later Adoption 2. Rejection Discontinuance Continued Rejection
  60. 60.  8- PRECEDE PROCEED MODEL
  61. 61.  (PRECEDE stands for) P=predisposing, R=reinforcing, E=enabling, C=construction, E=education, D=diagnosis, E=evaluation.  The predisposing factors are knowledge, attitude, cultural beliefs and readiness to change that give reasons for change.  Reinforcing factors are rewards or incentives that encourage repetition or persistence of good behavior as social support by family or peers, praise, symptom relief  Enabling factors includes the available resources and supportive policies that enable persons to act according to their suggestion.
  62. 62.  (PROCEED stands for) P=policy, R=regulatory, O=organizational, C=constructs, E=education, E=environment, D=development.  All these factors are environmental factors related to policy, regulations, laws. The relation between different organizations that have role related to health as education, agriculture, commerce, industry. These factors can affect the health education program either by helping or obstructing it.
  63. 63.  The PRECEDE-PROCEED model is a basic framework for planning process by breaking it into manageable smaller pieces.  It also allows taking account both internal and external factors.  The model recognizes that behavior is a complex of factors and need to be influenced by a combination of interventions.
  64. 64. PRECEDE PRECEDE has four phases, Phase 1 : Identifying the ultimate desired result  “Diagnosis”, a behavioural and contextual analysis is made and programme goals are established in line with policy objectives.  The roles of habitual and reasoned behaviour of the target groups are assessed.  Also the changeability of behaviour is analysed as it is advisable to start with behaviour which has the greatest impact and is easiest to change.
  65. 65. Phase 2 :  Identifying and setting priorities among health or community issues and their behavioral and environmental determinants that stand in the way of achieving that result,  or conditions that have to be attained to achieve that result; and identifying the behaviors, lifestyles, and/or environmental factors that affect those issues or conditions.
  66. 66. Phase 3: the instruments are chosen  Regulatory instruments (laws, regulations, permits, enforcement, covenants and agreements)  Economic instruments (subsidies, levies, taxes, tax differentiation and financial constructions)  Communicative instruments (information and promotion, training, personal advice, demonstrations and benchmarks)  Structural provisions (infrastructural provisions and technical interventions)  Often, a combination of instruments is used to influence people’s decisions.
  67. 67. Phase 4 : Identifying the administrative and policy factors that influence what can be implemented
  68. 68. PROCEED PROCEED has four phases Phase 5 : Implementation – the design and actual conducting of the intervention. Phase 6 : Process evaluation. Are you actually doing the things you planned to do?
  69. 69. Phase 7 : Impact evaluation. Is the intervention having the desired impact on the target population? Phase 8 : Outcome evaluation. Is the intervention leading to the outcome (the desired result) that was envisioned in Phase 1
  70. 70. Predisposing Factors:  Knowledge of screening benefits  Beliefs that barriers to screening can be overcome  Confidence in screening Reinforcing Factors:  Community-based outreach workers promoting screening  Social support form family and friends  Physician recommendations for screening Enabling Factors:  Access to high-quality screening for all individuals  Skills in clinical examination, and diabetes related risk factors and prevention Process Increase in annual diabetes screening rates Decrease in diabetes related mortality rates Stages of Change Social-Cognitive Theory Health Belief Model Impact Outcome e
  71. 71. CONCLUSION From all these models we can conclude that the most important variables underlying behavioral performance are:
  72. 72. VARIABLES UNDERLYING BEHAVIOURAL PERFORMANCE 1. The person must have formed a strong positive intention (or made a commitment) to perform the behaviour. 2. There are no environmental constraints that will make it impossible to perform the behaviour. 3. The person has the skills necessary to perform that behaviour.
  73. 73. VARIABLES UNDERLYING BEHAVIOURAL PERFORMANCE 4. The person believes that the advantages (benefits, anticipated positive outcomes) of performing the behaviour outweigh the disadvantages (costs, anticipated negative outcomes). 5. The person perceives more social (normative) pressure to perform the behaviour than to not perform the behaviour.
  74. 74. VARIABLES UNDERLYING BEHAVIOURAL PERFORMANCE 6. The person perceives that performance of the behaviour is more consistent than inconsistent with his or her self image, or that it’s performance does not violate personal standards that activate negative self-actions. 7. The persons emotional reaction to performing the behaviour is more positive than negative; and
  75. 75. VARIABLES UNDERLYING BEHAVIOURAL PERFORMANCE 8. The person perceives that he or she has the capability to perform the behaviour under a number of different circumstances…”
  76. 76. THANK YOU

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