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Health Promoting health (Gobin et al Use this with the food dudes field…

- - - - Strengths
        
        Unlike the health belief model, the social cognitive theory includes environmental factors and tries to change social norms
        
        Programmes such as the Sabido method have been successful in changing behaviour
      - Weaknesses
        
        The theory does not explain why people choose to change
        
        It is difficult to measure self-efficacy as it is based on self reported data
        
        In many studies on the effectiveness of SCT, self-efficacy has not proved to be an accurate predictor of behavioural change
    - - Observational learning
        
        This involves one's ability to learn by observing others, specifically those that might be seen as role models. It is important for a role model to act in a positive, exemplary manner, as this is more likely to make people who respect or look up to them to act in a similar fashion.
      - Attention, retention, motivation, potential
      - Self-efficacy
        
        The Social Cognitive Learning theory identifies this as the most important factor needed to faciliate change; it regards the individual's belief that thay are in control of themselves, and their confidence in their capability to change. For example, smokers often have low self-efficacy because they know how addictive smoking is, and they do not beleive they would be able to change. This is hugely detrimental because it leads people to only make half arsed efforts at quitting cus theyre pussios.
      - Expectiations
        
        This aspect of SCLT regards the value an individual places on the outcomes of their behaviour. For example, one is more likely to quit smoking if they beleive they will live longer and feel better because of it.
      - Reciprocal Determinism
        
        This describes the way in which an individuals's behaviour and the environment interract and influence each other; there is a bidirectional relationship here wherein one's behaviour affects the environment and simultaneously the environment affects one's behaviour. This is a pivotal part of this theory which identifies the role of the social and environmental aspects in changing behaviours.
    - - Aim- Investigate the potential role of social cognitive theory in promoting healthy eating in British school children, with the specific goal of increasing the consumption of fruit and vegetables
      - Sample- 749 children aged between 5-11 from two London, inner-city primary schools. One school acted as a control. The other underwent the experimental intervention known as the food doods programme
      - Procedure
        
        Consumption of fruit and vegetables was established in three different ways to establish a baseline at the start of the study.
        
        The children were shown videos over 16 days about this group of young super heroes called the food dudes who were protecting the earth from the junk punks. The junk punks were destroying the world by taking away fruit and vegetables. The food dudes used fruit and veg as a source of their power and frequently ate and described the good taste of fruit and veg. This is a key part of SCT as the food dudes act as role models and demonstrate the behaviour
        
        After watching the videos, the teachers read out letters from the food dudes, which gave information about the benefits of eating fruit and veg and also informed the children of the need to fight the junk punks. The children were also provided with home packs which encouraged parents to track the consumption of fruit and veg. This acts as a plan which helps build the children's self-efficacy, another important part of SCT. The rewards gradually diminished after the videos stopped
      - Results- The researchers found a significant increase in the consumption of fruit and veg as a result of the programme. Even 4 months after, consumption was considerably increased. There was no behavioural change in the control group.
      - Evaluation
        
        Strengths
        
        The programme allowed for each stage of SCT
        
        Attention- The children watched the videos
        
        Retention- The message was consistent and repeated which would have improved retention
        
        Motivation- The letter directly to the children and the small prizes given
        
        Potential- The availability of fruit and veg at school allowed the potential for behavioural change
        
        Self-efficacy- The direct letter and the fruit and veg tracker pack were designed to improve self-efficacy
        
        Large sample size
        
        Highly standardised, easily reproducible, good reliability
        
        Pre-test/post-test design with a control group which allows researchers to infer a cause and effect relationship
        
        Research was longitudinal which improves the validity of the conclusions
        
        Weaknesses
        
        Research was done using young school children which limits the generalizability of the results
        
        4 months may not be a long enough time to determine if there are long term improvements
        
        Despite data triangulation, there is concern for researcher bias, and also demand characteristics for the parents recording their child's eating habits
    - - Aim- To test how SCT could be applied to increase the practice of safer sex
      - Procedure
        
        The script was the same for both conditions. They spoke about how condom use shows respect, how condoms can be a satisfying part of the sexual experience and how to reject unsafe sex.
        
        The participants were either assigned to a control group, or one of two groups which were shown HIV prevention video campaigns. Both videos started with information and statistics about HIV and the sexual relationships of university students. The second part of the campaigns showed a group of same sex students talking about condom usage. In one condition, students watched a female group and in the other, participants watched a group of male students.
        
        The participants watched the video independently. After the video, participants were questioned about their history of condom use, intention to use condoms and how confident they feel in using condoms.
      - Sample- 220 male university students
      - Results
        
        In the initial questionnaire, participants who watched a video showed greater self-efficacy for condom use and intention to use condoms than the control group
        
        After 3 months, participants who watched either video were more likely to report using a condom with their last sexual partner. Participants in the female only condition were somewhat more likely to consistently use a condom. Both groups who watch a video had greater self-efficacy to turn down unprotected sex.
      - Evaluation
        
        Strengths
        
        Weaknesses
        
        Weaknesses around recording self-efficacy- self-reported data
        
        Difficult to control extraneous variables
- - - - Very economical, allows the researchers to build a large sample with little cost, time and effort
      - The use of closed questions allowed the researchers to easily assign participants to the different risk categories
      - Standardised questions allow for replication
    - - The questions lack detail and explanation which could cause the responses to be misleading or inaccurate
      - Impossible to control extraneous variables
      - Participants may report false results due to social acceptance, social desirability
      - Validity, people will lie, people will interpret the questions difficult
      - Sampling biias, only a certain type of person will respond to the questionnaire which may influence the results
      - Experimental effects
- - - - Aim- To test if longer intervention, including fear arousal, would encourage more people to stop smoking and prevent relapse
      - Sample- Patients who had been treated for heart problems in a Norwegian hospital
      - Method- Mortality is reduced 50% beyond 3-5 years if the patient stopped smoking. Participants were randomly assigned to a test group and a control group. All patients were offered group counselling sessions. The control group received no further counselling. The test group participants received training from qualified nurses and received information which stressed the risks of smoking. Nicotine replacement was offered to those with cravings. The nurses contacted the patients 9 times to encourage them to quit smoking.
      - Conclusions- The programme using fear arousal was successful in reducing the number of smokers and the chance of relapse in this sample
      - Findings- 57% of the intervention group stopped smoking compared to 37% of the control group