HEALTH

EDUCATOR
HEALTH EDUCATOR
A professionally prepared individual who serves in a
variety of roles and is specifically trained to use
appropriate educational strategies and methods to
facilitate the development of policies, procedures,
interventions and systems conducive to the health of
individuals, groups and communities
 7 AREAS OF RESPONSIBILITY OF A
HEALTH EDUCATOR

o Implement Health Education Strategies,

Interventions and Programs
o Administer Health Education Strategies,
Interventions and Programs
o Conduct Evaluation and Research related to Health
Education
o Serve as a Health Education Resource Person
 7 AREAS OF RESPONSIBILITY OF A
HEALTH EDUCATOR
o Assess Individual and Community Needs for Health
Education
o Plan Health Education Strategies, Interventions and
Programs
o Communicate and Advocate for Health and Health
Education
CLIENT HEALTH EDUCATION
As a learning relationship directed at providing
knowledge or skills to meet specific health
needs
These encounters can be:
o Formal
o Informal
“EDUCATIONAL SETTING”

A place where health teaching

occurs
It can happen in the hospital,
physician’s office, dialysis clinic,
schools, industries or in the workplace
Can be categorized according to the primary
purpose of the organization/ agency:
o Health Care Setting
o Healthcare – related Setting
o Non – Healthcare Setting
Factors affecting Settings:
o Organizational
o Environment
o Clientele
Steps in Conducting Health Education
1. Assess the needs of the audiences
2. Decide how to meet those needs
3. Plan programs that are consistent with
the goals and objectives
4. Implement the proposal plan
5. Evaluation of the program
Key Points for Effective Teaching
o Be trustworthy and composed
o Have self – esteem and enthusiasm
o Generate a sense that what you are
teaching will benefit the learner
o Don’t discuss your personal problems to
your participants
o Know your teaching area
Key Points for Effective Teaching
o Don’t overwhelm with technicalities
o Utilize available teaching materials,
resources and referral system whenever
possible
o Be realistic about learning
o Respect the patient as more important
than a procedure, a potential disease,
a process or a research project
Key Points for Effective Teaching
o Distinguish between lack of
intelligence and misunderstandings
caused by cultural, ethnic and
religious differences
o Be realistic about teaching
o Write legibly
o Plan for interruption
 SETTING INFLUENCING FACTORS TEACHING STRATEGIES
HEALTHCARE Organizational Lecture
HEALTHCARE – RELATED Admin perspectives Discussion
NON – HEALTHCARE Time - constraints Printed Material
Resources Audiovisual material
Collegial Support Interactive Media
Environmental Role Playing
External Resources Simulated Games
Structural Characteristics Individual and Group Sessions
Clientele Situational problem – solving
Health Status Demonstration and Return
Nature of Contact
Characteristics
Self – directed
Educational
Four Major Settings of Health Education
o Schools
o Worksites
o Health Departments
o Community
 SETTING PRIMARY MISSION WHO IS SERVED?
Children/
SCHOOL Education
adolescents
Produce goods and Consumer of
WORKSITE services; make a products and
profit (if applicable) services
Treat illness and
HOSPITALS Patients
trauma
COMMUNITY
Prevent, detect and
PRIMARY CARE Community
treat illness
SETTING
School Health Education Themes
o Education and Health are interrelated.
o The biggest threats to health are “social
morbidities”
o A more comprehensive, integrated
approach is needed.
o Health promotion & education efforts
should be centered in and around school.
o Prevention efforts are cost – effective; the
social and economic costs of inaction are
too high and still escalating.
Role of a Health Educator in the School Setting
o Teach health as a subject and promote and
implement coordinated School Health Programs,
including health services, student, staff and
parent health education.
o Promote healthy school environments and
school – continuity partnerships.
o Take part in creating an environment in which
students feel empowered to make healthy
choices and create a caring community.
Role of a Health Educator in the School Setting
o Identify needs; advocate and do community
organizing; teach whole courses on individual
classes; develop mass media campaigns; and
train peer educators, counsellors and/
advocates.
o Address issues related to disease prevention,
consumer, environmental, emotional, sexual
health; first aid, safety and disaster preparedness;
substance abuse prevention; human growth and
development; and nutrition and eating issues.
School Age Child
o Stage where there is rapid development of
physical, mental, intellectual and social abilities of
a child
o Characteristics:
 Understands concept of numbers
 Dresses and grooms self completely
 Practice skills in order to become better
 Enjoys many activities and stays busy
 Can tell time
 Can understand commands with 3 separate
instructions
 School Age Child
o Characteristics:
 Can explain objects and their use
 Can repeat three numbers backwards
 Can read age – appropriate books &/ materials
 Adolescent Age Child
o Characteristics:
 Major physical changes attributable to the onset of
puberty
 Change in social roles and expectations
 Intellectual changes related to formal reasoning all
combine to challenge the adolescent to integrate
past, present and future
Major Issues Encountered in the School Setting
o General Health & Well – being
o Smoking
o Illicit drug use
o Alcohol consumption
o Eating patterns, nutrition and dental care
o Physical activity
o School environment
o Sexual Health
 ISSUES HEALTH EDUCATION STRATEGY
Adolescent and Youth
General Health & Well - being Development Program, Child
Health

Smoking Smoking Cessation Program

Illicit drug use Effects of substance abuse

Importance of moderate
Alcohol consumption
alcohol use
 ISSUES HEALTH EDUCATION STRATEGY
Eating Patterns, Nutrition & Proper brushing, nutrition, and
Dental Care eating habits

Exercise regimen, indulgence

Physical Activity
in sports – related activities

School Environment Environmental Sanitation

Abstinence education
Interventions
Sexually Transmitted Infections
Comprehensive risk reduction
Interventions
Comprehensive School Health Program
o Physical Education – quality physical
education should promote, through a
variety of planned physical activities, each
student’s optimum physical, mental,
emotional, and social development, and
should promote activities and sports that all
students enjoy and can pursue throughout
their lives
Comprehensive School Health Program
o Health Services – services provided for students to
appraise, protect & promote health
o Nutrition Services – access to a variety of nutritious
and appealing meals that accommodate the
health & nutrition needs of all students; offer
students a learning laboratory for classroom
nutrition and health education, and serve as a
resource for linkages with nutrition – related
community services
Comprehensive School Health Program
o Counseling & Psychological Services – services
provided to improve the mental, emotional and
social health of students; include individual &
group assessments, interventions & referrals
o Healthy School Environment – the physical and
aesthetic surroundings and the psychosocial
climate and culture of the school
o Health Promotion for Staff – opportunities for school
staff to improve their health status through
activities such as health assessments, health
education & health – related fitness activities
Comprehensive School Health Program
o Health Promotion for Staff – this personal
commitment often transfers into greater
commitment to the health of students and creates
positive role modeling; health promotion activities
have improved productivity, decreased
absenteeism and reduced health insurance costs
o Family/ Community Involvement – an integrated
school, parent, and community approach for
enhancing the health and well – being of students
Health Education in the Workplace
o Health Education is important because:
 On the average an adult spends 1/3 of his/ her
life in the workplace
 Directly influences the physical, mental,
economic and social well – being of workers
and in turn affect the health of their families,
communities and society
 It offers an ideal setting and infrastructure to
support the promotion of health of a large
audience
Role of Health Educator in the Workplace
o Perform or coordinate employee
counselling as well as education services,
employee health risk appraisals, and health
screenings
o Design, promote, lead &/ evaluate
programs about weight control,
hypertension, nutrition, substance abuse
prevention, physical fitness, stress
management and smoking cessation
Role of Health Educator in the Workplace
o Develop educational materials and write
grants for money to support these projects
o They help companies meet occupational
health and safety regulations, work with the
media, and
o Identify community health resources for
employees
Role of Health Educator in the Workplace
o Perform or coordinate employee counselling as
well as education services, employee health risk
appraisals, and health screenings
o Design, promote, lead &/ evaluate programs
about weight control, hypertension, nutrition,
substance abuse prevention, physical fitness,
stress management and smoking cessation
o Develop educational materials and write grants
for money to support these projects
Major Issues in the Work Place
o Stress
o Bad Eating Habits
o Undesirable working conditions
o Physical Inactivity
 Worksite Health Education Programs
o Physical activity & fitness
o Nutrition and weight control
o Stress reduction
o Worker safety & health
 o Blood pressure &/ cholesterol education
and control
o Alcohol, smoking & drugs prevention
 Motivations for Employees
o Reduces medical care costs
o Enhances productivity
o Enhances the image of the company
 LEVEL PROGRAM STRATEGY
Individual Nutrition information available through
newsletters, books and video; Nutrition
behavior – change program

Interpersonal Healthful food cooking contests; Nutrition

classes for families; Buddy programs for weight
loss; Competitions for weight loss

Organizational Cafeteria offers low – fat and low – calorie

choices; Labeling of nutritional content of
foods in cafeteria; subsidized healthful foods;
Vending machines with healthful foods

Community Institutional food service vendors offer low – fat

and low – calorie foods; Nearby restaurants
offer low – fat and low – calorie foods; A
community campaign focuses on good
nutrition
Health Care Setting
o In the hospital, direct patient education is part of
ongoing patient care and is typically delivered
by nurses, physical therapist and physicians
o Tertiary Level of Prevention is observed
 Role of Health Educator in the Hospital
o Educate patients about medical procedures,
operations, services and therapeutic regimens
o Create activities and incentives to encourage use
of services by high risk patients
Role of Health Educator in the Hospital
o Conduct staff training and consult with other
health care providers about behavioral, cultural
or social barriers to health
o Promote self – care; develop activities to improve
patient participation on clinical processes;
educate individuals
o To protect, promote or maintain their health and
reduce risky behaviors
o Make appropriate community – based referrals
 Health Teaching in the Hospital is essential because:
o Unique learning needs are present that cannot be
postponed
o Outpatient programs are not equipped to address
complex issues
o Efficient systems for education can be created
o Management support is critical
o Patient self – advocacy is needed
o Hospitalization is a unique opportunity to diagnose
the undiagnosed and initiate care
o Medicare pays little for “re – education”, limiting
outpatient access
Key Concepts when conducting health
education in hospital
o A general understanding of the key components of the
disease and its treatment
o The ability to take medications and injections accurately
o A basic ability to eat consistently with needs
o The ability to self – test and understand the results at a
basic level
o The ability to preform self – exams and other screenings
for complications
o Key follow – up contact information and appointments
for follow – up education or acute illness
 LEVEL STRATEGIES

Individual Educational modules including feature stories,

information about the disease process, skills and
self – monitoring

Interpersonal Interaction with health care team members

about patient concerns related to CF and goals
for self – management; Family discussion and
practice of self – management behaviors and
symptom monitoring

Organizational Primary care physician refers family to program;

CF Family Education Program provided by CF
Center

Community School nurses and teachers assist child and

family in self – management of CF
 LEVEL PROGRAM STRATEGY
Individual Mass media campaigns to increase knowledge
of the risks of breast cancer, the benefits of
screening, and how to obtain screening
services
Interpersonal Use of community volunteers to alert women to
the importance of breast cancer screening
and how to obtain information; Encourage
discussion of breast cancer screening and
benefits through small group educational
programs and through feature stores in media
Organizational Provider referral of women already enrolled in
health department programs; Outreach
activities directed to worksites, senior centers
and churches to alert women about the
program

Community Create coalitions of providers to offer

coordinated screening, referral, diagnostic,
and treatment services
Community
o Refers to a group of people living in a
common geographical location. This
group of people obeys some social
norms and some common value
among themselves
“THE HEALTH OF A COMMUNITY IS THE SUM
TOTAL OF THE HEALTH OF THE INDIVIDUALS
COMPRISING THAT COMMUNITY”
Roles of a Health Educator in the Community
o Identify its needs
o Do community organizing and outreach, grant writing,
coalition building, advocacy and develop, produce and
evaluate mass media health campaigns
o Develop educational materials for use by other public
health officials
o In cases of emergencies, health educators may be
responsible for disseminating information to both the
media and the public
o Work closely with nonprofit organizations to help them
get the resources they need (funding)
Roles of a Health Educator in the Community
o Monitor health status to identify community health
problems
o Inform, educate, and empower people about health issues
o Mobilize community partnerships to identify and solve
health problems
o Develop policies and plans that support individual and
community health efforts
o Assure a competent public and personal health care
workforce
o Evaluate effectiveness, accessibility, and quality of
personal and population – based health services
o Research for new insights and innovative solutions to health
problems
Factors that affect Community & Population
Health
o Physical Factors – geography (parasitic diseases),
environment (availability of natural resources), community
size (overcrowding), and industrial development (pollution)
o Socio and cultural Factors – beliefs, traditions, and
prejudices (smoking in public places, availability of ethnic
foods, racial disparities), economy (employee health care
benefits), politics (government participation), religion
(beliefs about medical treatment), social norms (drinking
on a college campus), and socioeconomic status (number
of people below poverty level)
Factors that affect Community &
Population Health
o Community Organization – available health
agencies (local health department, voluntary
health agencies), and the ability to organize
& solve problems (lobby city council)
o Individual behavior – personal behavior
(health – enhancing behaviors like exercising,
getting immunized and recycling wastes)
Health Issues in the Community
o Environmental Sanitation
o Communicable Disease
o Infant & Maternal Heath
Health Education Strategies in the Community
should focus on:
o Changing people’s behavior to manipulate the
environment and reduce their exposure to biological and
non – biological disease agents
o Manipulating the environment to prevent production or
presence of disease agents
o Increase man’s resistance or immunity to disease agents
 GOOD
TEACHING
Effective Teaching
o Six major categories of effective teaching (Jacobson,
1966):
 Professional Competence – the teacher who aims at
excellence develops a thorough knowledge of subject
matter & polishes skills throughout his/her career; he/she
maintains and expands knowledge through reading,
research, clinical practice and continuing education;
learners need to know that they can trust the clinical
expertise of the teacher, that information given is accurate
and skills are being demonstrated correctly; A teacher who
portrays excellent clinical skills and judgment becomes a
positive role model for learners
 Interpersonal relationships with Students – an
effective teacher is skillful in interpersonal
relationships; demonstrated by taking a
personal interest in learners, being sensitive to
their feelings and problems, conveying
respect for them, alleviating their anxieties,
being accessible for conferences, being fair,
permitting learners to express differing points
of view, creating an atmosphere in which
they feel free to ask questions, and conveying
a sense of warmth
 Personal Characteristics – personal magnetism,
enthusiasm, cheerfulness, self – control, patience,
flexibility, a sense of humor, a good speaking
voice, self – confidence, willingness to admit errors
and a caring attitude
 Teaching Practices – mechanics, methods and
skills in classroom and clinical teaching
(Jacobson, 1966); students and colleagues value
a teacher who has a thorough knowledge of the
subject matter and can present material in an
interesting, clear and organized manner
 Evaluation Practices – clearly communicating
expectations, providing timely feedback on
student progress, correcting students tactfully,
being fair in the evaluation process and giving
tests that are pertinent to the subject matter
 Availability to Students – this may take form of
being there in stressful clinical situations,
physically helping students, giving appropriate
amounts of supervision, freely answering
questions, and acting as a resource person
during clinical learning experiences
TEACHER STYLE
o Blending of form & content
o Style in teaching is an outgrowth of the
teacher’s personality and character, which is
undoubtedly true (Eble, 1980)
o Makes a teacher memorable, interesting,
and worth listening to
o Goes beyond having certain skills and
behaviors
o Blending of certain ways of talking, moving,
relating, and thinking
TEACHER STYLE
o More than the ability to entertain or a
sense of humor
o You may not be able to label a particular
teacher’s style, but you can see that it is
there
o Using a variety of teaching strategies is a
part of style
o A personal style may include willingness to
share stories from one’s professional
experience to illustrate certain points
 AND ONCE
CAN STYLE
ESTABLISHED,
BE TAUGHT?CAN IT BE
CHANGED?
TEACHER STYLE
o Teacher’s style could be shaped by
student feedback, although their
sample consisted of student teachers
whose beginning style might well have
been malleable (Tuckman & Yates,
1980)
o Admirable style develops only after
years of teaching (Kenneth Eble, 1980)
PRINCIPLES of GOOD PRACTICE in
UNDERGRADUATE EDUCATION
o 7 principles (Chickering & Gamson,
1987):
 Encourage student – faculty contact
 Encourage cooperation among students
 Encourage active learning
 Give prompt feedback
 Emphasize time on task
 Communicate high expectations
 Respect diverse talents & ways of learning
 Encourage cooperation among students –
collaborative learning, study groups, and a
variety of group projects
 Encourage active learning – using active learning
techniques refers to enabling students to actively
manipulate the content they are learning
 Emphasizing time on task – ensuring that students
know how much time they should spend learning
particular material and encouraging them to
take studying and practice seriously
 Communicating High Expectations – challenge that
teachers hold out to learners
 Respect diverse talents and ways of learning – teacher
uses a variety of teaching strategies and assignments
to meet the needs of diverse learners (Duck, 2000);
consideration is given to the various talents or “seven
types of intelligence” (Gardner, 1992) and he
identified the types of intelligence: linguistic, logical –
mathematical, spatial, musical, bodily kinesthetic,
interpersonal and intrapersonal
“THERE IS NO ONE STYLE, TECHNIQUE, OR SKILL THAT IS
EFFECTIVE FOR ALL LEARNERS AND ALL TEACHING
SITUATIONS”
 MOTIVATION &
BEHAVIOR CHANGE
o Theories are used by the nurse educator to plan
& implement the most effective educational
intervention possible.
o Theories help us to understand why people do
or don’t do certain things in a given situation.
o In general, the purpose of most educational
intervention is to CHANGE BEHAVIOR.
o Behavior change is often at the root of
increasing compliance with treatment regimens
or preventing complications o further illness.
 MOTIVATION & BEHAVIOR CHANGE
THEORIES
o Health Belief Model
o Transtheoretical/ Stages of Change
Model
o Theory of Reasoned Action
o Social Cognitive Theory
o Self – Efficacy Theory
o Behavior Modification Theory
 HEALTH BELIEF MODEL
o Explains behavior or predicts whether behavior
change will occur based on a set of beliefs or
perceptions, which include perceived
seriousness, susceptibility, benefits and barriers
o these perceptions are modified by cues to
action
o Intended to predict which individuals would or
would not use such preventive measures
o A relations exist between a person’s belief &
actions
 HEALTH BELIEF MODEL
o Becker modified this model to include the following
components:
 INDIVIDUAL PERCEPTIONS
• Perceived Susceptibility – a family history of a
certain disorder may make the individual feel at
high risk
• Perceived Seriousness – Does the illness cause
death or has serious consequences?
• Perceived Threat – perceives susceptibility and
perceive seriousness combine to determine the
total perceived threat of an illness to a specific
individual
 HEALTH BELIEF MODEL
 MODIFYING FACTORS
• Demographic Variables – age, sex, race, and
ethnicity
• Socio – psychologic variables – social pressure
or influence from peers or other reference
groups may encourage preventive health
behaviors even when individual motivation is
low
• Structural Variables – knowledge about the
target disease an prior contact with it
 HEALTH BELIEF MODEL
 MODIFYING FACTORS
• Cues to Action – can be internal or external
 Internal – feelings of fatigue, uncomfortable
symptoms, thoughts about the condition of
an ill person who is close
 External – mass media campaigns, advice
from others, reminder postcard from a
physician, illness of family members or
friend/s, newspaper or magazine article
 HEALTH BELIEF MODEL
 LIKELIHOOD OF ACTION
• Perceived benefits of Action – such as
refraining from smoking to prevent lung
cancer and avoiding snacks to
maintain weight

• Perceived barriers to Action – such as

cost, inconvenience, unpleasantness,
lifestyle changes
INDIVIDUAL PERCEPTION MODIFYING FACTORS LIKELIHOOD OF ACTION

Demographic Variables
(age, sex, race, ethnicity) Perceived Benefit of
Socio – psychologic Variable preventive action minus
(personality, social classes, peer Preventive Barriers to
and reference group pressure, preventive action
etc.)

Perceived Susceptibility
Likelihood of taking
to Disease X Perceived Threat of Disease X
recommended preventive
action
Perceived Seriousness
(Severity) of Disease X
Cues to Action
(Mass media campaigns, advice
from others, reminder postcards
from physician or dentist, illness
of family members/ friend,
newspapers/ magazine articles)
 HEALTH BELIEF MODEL
o Rosenstack assumed that good health is an objective
common to all people
o Becker added “POSITIVE HEALTH MOTIVATION” as a
consideration
o Pender added 2 further considerations:
• Importance of Health to the Person – behavior
indicating that health is perceived as something of
value
• Perceived Control – people who perceive that they
have control over their own health are more likely to
use preventive services than people who feel
powerless c
 TRANSTHEORETICAL MODEL/ STAGES OF
CHANGE THEORY
o Useful when the targeted behavior change is the
discontinuation of an unhealthy behavior
o Postulates that people go through stages before a
change in behavior occurs:
1. PRECONTEMPLATION STAGE – there is no serious
thought being given to changing behavior in the next
6 months; educational interventions targeting
individuals in this stage should focused on increasing
awareness, increasing the perception of seriousness of
the unhealthy behavior, and highlighting the benefits
of adopting the new behavior
 TRANSTHEORETICAL MODEL/ STAGES OF
CHANGE THEORY
2. CONTEMPLATION STAGE – people in this stage are
at least aware of the need to change their behavior
and are thinking about making a change in the next
6 months; they are weighing the pros and cons of the
new behavior; this stage can last for long periods,
and when it does it is termed BEHAVIORAL
PROCASTINATION (Prochaska et. al., 1997)
• People progress from precontemplation stage to
contemplation stage when the perceived
benefits of change increase
 TRANSTHEORETICAL MODEL/ STAGES OF
CHANGE THEORY
3. PREPARATION OR PLANNING STAGE – people are
planning to make the behavior change in the
immediate future, often within the next month
(Prochaska et. al., 1997); the plan of action or
means by which they will implement the change
has been identified; people in this stage are the
most receptive to health education interventions
that are action oriented
 TRANSTHEORETICAL MODEL/ STAGES OF
CHANGE THEORY
4. ACTION STAGE – person is actively involved in
the behavior change or adopting the new
behavior
5. MAINTENANCE STAGE – it begins after 6 months
of adherence to the new behavior; it is a period of
constant attention to the new behavior to prevent
relapse; sustaining the new behavior can be
difficult, especially when there are cues in the
environment that can trigger the old behavior
 TRANSTHEORETICAL MODEL/ STAGES OF
CHANGE THEORY
o People are in the maintenance stage/ phase for as
long as there is temptation to revert to the problem
behavior in certain situations
o Behavior change has been completed and
maintenance comes to an end when temptation in
problematic situations no longer is a threat and the
ability to resist relapse has developed (Basler, 1995)
6. TERMINATION STAGE – when the new behavior has
become a habit, and they require no further
intervention
 THEORY OF REASONED ACTION
o Proposes that adoption of a new behavior results from
individual intention to engage in the behavior
o Behavioral intention is determined by attitude toward the
behavior and the associated subjective norm (Montano,
Kasprzyk, Taplin, 1997)
o Attitude toward the behavior is determined by beliefs
about the outcome or attributes of the behavior
o Subjective norm is determined by normative beliefs, or
whether important others approve or disapprove of the
targeted behavior (Montano et. al., 1997)
THEORY OF REASONED ACTION
o Behavior change will result if a person plans
to (intends to)change.
o The key to using this theory effectively is to
address the variables needed to ensure
behavioral intention.
o This may mean changing the attitude
toward the behavior or changing the
subjective norm through including those
significant others in the education process.
 SOCIAL COGNITIVE THEORY
o Originally introduced as ‘SOCIAL LEARNING THEORY’
o Explains that behavior is the result of an interaction
among the person, the environment, and the
behavior itself
o A change in one of these factors changes all of
them, a phenomenon called RECIPROCAL
DETERMINISM
o Factors that affect behavior include the anticipated
outcomes of engaging in the behavior, learning by
observing others, self – efficacy and self – control
(Bandura, 1986)
 SOCIAL COGNITIVE THEORY
o By providing opportunities for clients to increase their
perception of ability, perhaps through skill – building
exercises, practice sessions, support group interactions, or
by learning the new behavior in small parts over time, a
stronger sense of self – efficacy can occur and perhaps a
greater likelihood of changing behavior.
o Attitude toward the expected outcomes of the behavior is
a personal factor that also plays a role in determining
whether a new behavior is adopted.
o Outcome expectations may be influenced by past
experiences in similar situations, through observation of
others in similar situations, and through word of mouth or
hearing about others in similar situations.
 SOCIAL COGNITIVE THEORY
o These expectations may be realistic or based on
misinformation or lack of information.
o Consequently, what the client expects to happen as a
result of adopting the new behavior may need to be
modified in order for the educational intervention to be
successful.
o The value (EXPECTANCIES or INCENTIVES) a person places
on these outcomes also influences compliance with or
adoption of a new behavior.
o Characteristics of the behavior also affect whether it will be
adopted. The extent to which the client has control over
the behavior may be an important factor in its adoption
and ultimately in improved compliance.
 SOCIAL COGNITIVE THEORY
o Allowing the client to set his/ her own goals may be
the most important determinant.
o The environment in which the behavior takes place
is also important.
o An example of the role environment plays in
determining compliance with behavior change can
be seen in the adoption of more healthy behaviors
when the smoking restrictions in the workplace are
put into effect (Biener, Abrams, Follick & Dean,
1989) or when healthy foods replace junk foods in
vending machines.
 SELF – EFFICACY THEORY
o As a means by which behavior can be predicted or
explained
o Self – Efficacy is a determinant of motivation.
o Proposes that behavior change occurs because of the
expectations or expected results of the new behavior in a
specific situation (Stretcher, De Villis, Becker & Rosenstock,
1986).
o There are 4 sources from which a person’s degree of self –
efficacy arises:
• Performance accomplishments
• Vicarious experiences
• Verbal persuasion
• Physiologic state
 SELF – EFFICACY THEORY
• PERFORMANCE ACCOMPLISHMENT – refers to learning that
occurs through personal mastery of a particular skill or task
 Bandura (1997) states that accomplishments attained
through personal mastery are the most powerful
sources of efficacy expectations.
• VICARIOUS EXPERIENCE – or learning through
observation; people also increase their belief in their own
ability to perform a specific behavior when they watch
someone else perform the behavior
 The people or events being observed are called
MODELS
• VERBAL PERSUASION – involves acting as the coach and
providing encouragement
 BEHAVIOR MODIFICATION THEORY
o First proposed by B.F. SKINNER in 1938
o Based on the premise that behavior occurs because its
consequences.
o Changing the consequences, reinforcements or rewards,
then, can change behavior.
o Skinner believes that positive rewards should be used.
o Positive rewards strengthen behavior, but punishment does
not necessarily eliminate it (Hergehahn, 1994).
o Reinforcement given immediately after the target behavior
is more powerful than one that is delayed.
o Behavior does not entail reasoning, thought or knowledge,
but only external immediate rewards.
 BEHAVIOR MODIFICATION THEORY
o Because behavior modification does not provide clients
with information and skills or reasons so that they may
change behavior themselves, there is the risk that these
types of interventions are directly manipulating behavior.
o To address this concern, obtain informed consent from the
client prior to the intervention (Kothari, 1999).
o By doing so, the client is making the decision to engage in
an intervention designed to change his/ her behavior.
o In addition, because the strength of the reward is such a
powerful determinant of behavior, having the client
choose the reward or punishment also diminishes the risk of
behavior manipulation (Kothari, 1999).
 THEORY COMPONENTS
Based on perceptions of seriousness or severity of
health problem; personal belief of susceptibility to or
risk of the illness; benefits of adopting the new
Health Belief Model behavior or changing the old behavior; barriers to
changing or adopting the behavior. Change is
triggered by cues to action and supported or
hindered by modifying variables.
These are 5 stages people go through in the process
of change:
1. PRECONTEMPLATION – before they even begin to
think about the change
2. CONTEMPLATION – when they weigh the pros
and cons of changing the behavior
Transtheoretical or Stages 3. PREPARATION – when they decide on how they
of Change Model will undertake the change, what they will do
4. ACTION – when they start the change, they put
the plan into motion
5. MAINTENANCE – keeping the new behavior and
resisting the old
6. TERMINATION – when the behavior becomes a
habit
 THEORY COMPONENTS

This is based on a person’s intention to do

something. Intention to change behavior is the
result of:
 A person’s attitude toward the behavior –
whether it is positive or negative
Theory of Reasoned Action  Subjective Norms – significant other’s
reaction to the behavior
 Behavioral Control – how easy or difficult the
person believes the new behavior is

This is based on reciprocal determinism, that

behavior is the result of an interaction between
the behavior, the person or personal factors,
and the environment. If one is changed, all are
Social Cognitive Theory changed.
This uses self – efficacy, modeling,
reinforcement, locus of control.
 THEORY COMPONENTS

This is based on the idea that people will do

only what they think they can do. Four
variables determine the strength of a person’s
belief in ability; performance accomplishments,
Self – Efficacy Theory vicarious experience, verbal persuasion, and
psychological state.
The most important determinant of behavior
change is learning a new behavior by doing it.

The underlying basis is the idea of rewards and

punishment. If the person does what is wanted,
then the person is given something pleasant – a
Behavior Modification reward. If the person does not do what is
wanted, then something unpleasant is given or
Theory something is taken away – a punishment.
Although both rewards and punishment will
change behavior, using rewards is more likely to
be effective.
 TEACHING &
LEARNING PROCESS
 LEARNING PROCESS
o Gagne (1985) defines learning as a “change in human
disposition or capability that persists over a period of time
and is not simply ascribable to processes of growth.”
 LEARNING PROCESS
o The process of learning are internal to learners – these
individual learners alone, based on their previous
experiences and prior knowledge, interact with the topics
or tasks being presented in class.
 TEACHING PROCESS
o Teaching and learning are actions necessary to
accomplish a goal in education
o Effective teaching is one that will bring about the intended
learning outcome
o An organization of meaningful learning
o It is creating a situation or selecting life-like situation to
enhance learning
o To the traditionalist, it is imparting knowledge and skills
required to master a subject matter
o Process of dispensing knowledge to an empty vessel(mind
of learner)
o Its showing, telling, giving instruction, making someone
understand in order to learn
 TEACHING PROCESS
o Teaching is perceived as stimulating, directing,
guiding the learner and evaluating the learning
outcomes of teaching (based on progressive and
humanist education)
o A process that enables the learner to learn on his
own
o TEACHER - Person who teaches, controls learning,
dispenser of knowledge, an ultimate authority, a
director of learning
 Teacher’s role: give the learner the responsibility to
learn
 IMPLEMENT

PLAN EVALUATE

FEEDBACKS AND
REFLECTION
TEACHING PHASES OPERATIONS

Fixing up Goals &

STAGE-I Content
Pre-Active
Stage Decision about
Strategies

Diagnosis of the
STAGE-2 Learners
TEACHING Inter-Active
Stage Actions and
Reactions

Appropriate Testing
STAGE-3 Devices
Post-Active
Stage Feedback and
Testing

PHASES OF TEACHING ----- Philip. W. Jackson

TEACHING PROCESS
o PLANNING PHASE - includes decisions
like:
The needs of the learner
The achievable goals & objectives to meet
the needs
Selection of the content to be taught
Motivation to carry out the goal,
Strategies most fit to carry out the goals
Evaluation process to measure learning
outcome
TEACHING PROCESS
• Considerations in planning:
Learner
Availability of materials
Time requirement of particular
activity
Strategy need to achieve the
objective
TEACHING PROCESS
o IMPLEMENTATION PHASE - Based on the
objective, implementation means to put into
action the different activities in order to
achieve the objectives through the subject
matter; Interaction of the teacher and learner
is important in the accomplishment of the
plan; Use of different teaching style and
strategy are included in this phase
TEACHING PROCESS
o EVALUATION PHASE - A match of the objective
with the learning outcome will be made; Answers the
question if the plans and implementation have been
successfully achieved; Feedback & Reflection
MATCH
OBJECTIVE LEARNING
OUTCOME
PLANS
SUCCESSFULLY
IMPLEMENTATION ACHIEVED
 IMPLEMENT

PLAN EVALUATE

Feedback is the FEEDBACKS AND Reflection is the process

reflection of the REFLECTION embedded in teaching where
feedback the teacher inquires into his
action and provides deep and
critical thinking
TEACHING PROCESS
o BASIC ASSUMPTION
Teaching is goal-oriented with the change of
behavior as the ultimate end
That teachers are the ones who actively shape
their own action
That teaching is rational and a reflective process
That teachers by their actions can influence
learners to change their own thinking or desired
behavior, thus teaching is a way of changing
behavior, through the intervention of the teacher
TEACHING PROCESS
o GOOD TEACHING:
Well planned and activities are interrelated
Provides learning experiences or situation that will
ensure understanding, application and critical
thinking based on the theory/ies of learning
Where the learner is stimulated to think and reason
Utilizes prior learning and its application to new
situation
Governed by democratic principles
Embeds a sound evaluation process
GOD BLESS ON
YOUR PRELIMS!
#haveFAITH