Threefold Stepwise Implementation Model: The social utility of health promotion

Question

Threefold Stepwise Implementation Model: The social utility of health promotion programs can be enhanced by a stepwise implementation model. In this approach, the level and type of interactive guidance is tailored to people’s self-management capabilities and motivational preparedness to achieve desired changes. The first level of this model includes people who have a high sense of efficacy and positive outcome expectations for behaviour change. They can succeed with minimal guidance if they have someone walking along side and supporting them to accomplish the changes they hope to seek or make. People who are at the second level have normally will have self-doubts about their efficacy and the likely benefits of their efforts. This group of people will make half-hearted efforts to change and they often fast often very fast to give up when or if they face any difficulties. They will normally need additional support and guidance by interactive means to see them through tough times. Most of this support can be provided through tailored print or telephone conversations. Individuals who are at the third level believe that their health habits are beyond their personal control. These are people who will need a great deal of personal guidance in a structured mastery program. Progressive successes build belief in their ability to exercise control and bolster their staying power in the face of difficulties and setbacks. That is why in the stepwise model, the form and level of enabling interactivity is tailored to the participants’ changeability readiness. The following sections are devoted to a more detailed consideration of how to enable people at these various levels of changeability to improve their health status and functioning.

The Self-Management Model: With this model Individual’s Health habits are not changed by an act of will. This model requires motivational and self- management skills. Self-management operates through a set of psychological sub functions. Normally individuals must learn to monitor their own health behaviours and the circumstances under which it occurs or that might trigger those actions, and how they can use proximal goals to motivate themselves and guide their behaviours. They also need to learn how to create incentives for themselves and to enlist social supports to sustain their efforts. DeBusk and his colleagues 22 developed a self-management model for health promotion and disease risk reduction founded on the self-regulatory mechanisms of social cognitive theory. This self-management model combines self-regulatory principles with computer-assisted implementation

The Social-Ecology model: This is a new concept. The focus areas are individual, social environmental, physical environment and policy. The relationship between multiple levels of influence and activity. This model explains the physical activity participation, physical activity behaviours and the factors influencing it are very complex. . Models are used to provide a framework to understand the numerous factors and behaviours that enable or act as barriers to physical activity participation. Models are used to help us understand a specific problem in a setting or context. They help us to identify factors related to physical activity participation in specific populations therefore enabling the design of more effective interventions. In the context of physical.

Above is my Work - I have referenced it accordingly as i got most of the information from only articles but it is still giving me high lights.. Can someone help reading through and assist reword it ??? I'm very frustrated with the submition system .. Thanks

Explanation / Answer

Im here rewording and briefing information which i referred and known, regarding three models what you have explained. After reading it completely,apply to your work simply.

Threefold Stepwise Intervention Model

This model distinguishes an individuals level of readiness to adopt a health behavior, Acknowledges a health promotion program is never “one size fits all”

Level One: High Self-Efficacy and Strong Outcome Expectations

•Require very little change before adopting a behavior

•Low intensity intervention efforts are sufficient

•Examples of interventions include PSA’s, media campaigns, commercials

Level Two: Doubts about Self-Efficacy and Weak Outcome Expectations

•Enhance skills and build self-efficacy by using the four methods of change

•More intense or multiple interventions required

•Interventions conceived by thinking about the Reciprocal Triadic Causation

•Example: Exercising with a friend

Level Three: Belief that Personal Control Over a Behavior is Lacking

•Individuals may hold a universal perception that they are unable to change their behavior

•Extremely intense intervention is required

•Must build Personal Agency

The Self Management Model

For both clinical and economic reasons, the increasing number of persons living with chronic conditions represents a public health issue of growing importance. Emphasizing patient responsibility, and acting in concert with the provider community, self-management represents a promising strategy for treating chronic conditions—moving beyond education to teaching individuals to actively identify challenges and solve problems associated with their illness. Self-management also shows potential as an effective paradigm across the prevention spectrum (primary, secondary, and tertiary) by establishing a pattern for health early in life and providing strategies for mitigating illness and managing it in later life. We suggest ways to advance research methods and practical applications of self-management as steps in its future development and implementation.

The Social-Ecological Model: A Framework for Prevention

The ultimate goal is to stop violence before it begins. Prevention requires understanding the factors that influence violence. This uses a four-level social-ecological model to better understand violence and the effect of potential prevention strategies.¹ This model considers the complex interplay between individual, relationship, community, and societal factors. It allows us to understand the range of factors that put people at risk for violence or protect them from experiencing or perpetrating violence. The overlapping rings in the model illustrate how factors at one level influence factors at another level.

Besides helping to clarifying these factors, the model also suggests that in order to prevent violence, it is necessary to act across multiple levels of the model at the same time. This approach is more likely to sustain prevention efforts over time than any single intervention.

Individual

The first level identifies biological and personal history factors that increase the likelihood of becoming a victim or perpetrator of violence. Some of these factors are age, education, income, substance use, or history of abuse. Prevention strategies at this level are often designed to promote attitudes, beliefs, and behaviors that ultimately prevent violence. Specific approaches may include education and life skills training.

Relationship

The second level examines close relationships that may increase the risk of experiencing violence as a victim or perpetrator. A person’s closest social circle-peers, partners and family members-influences their behavior and contributes to their range of experience. Prevention strategies at this level may include parenting or family-focused prevention programs, and mentoring and peer programs designed to reduce conflict, foster problem solving skills, and promote healthy relationships.

Community

The third level explores the settings, such as schools, workplaces, and neighborhoods, in which social relationships occur and seeks to identify the characteristics of these settings that are associated with becoming victims or perpetrators of violence. Prevention strategies at this level are typically designed to impact the social and physical environment – for example, by reducing social isolation, improving economic and housing opportunities in neighborhoods, as well as the climate, processes, and policies within school and workplace settings.

Societal

The fourth level looks at the broad societal factors that help create a climate in which violence is encouraged or inhibited. These factors include social and cultural norms that support violence as an acceptable way to resolve conflicts. Other large societal factors include the health, economic, educational and social policies that help to maintain economic or social inequalities between groups in society.

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