2. By the end of this session, participants will be
able to:
Describe differences between individual,
targeted/group, & community prevention
approaches
Identify the 5 stages of change of the Trans
Theoretical Model
Understand how misperceptions of social
norms contributes to general opinions of
unhealthy behaviors
Understand evidence-based approaches to
reducing high risk behaviors
3. Write down 3 things/activities in which
you engage every day
Why do you enjoy these activities so
much?
10. Model not a theory
Part of the Trans Theoretical model
developed by DiClemente &
Prochaska
Change is a process, not an event
Circular not linear
16. Has made the change
Continues to work at sustaining the
new behavior
Needs tools to keep living the change
17. Wake up in the morning feeling like P Diddy
(hey, what up girl)
Grab my glasses, I’m out the door,
I’m gonna hit this city
(let’s go)
Before I leave brush my teeth with a bottle of
Jack
‘Cause when I leave for the night, I ain’t
coming back
18. I said you wanna be startin’ somethin’
You got to be startin’ something
I said you wanna be startin’ somethin’
You got to be startin’ something
It’s too high to get over (yeah, yeah)
too low to get under (yeah, yeah)
You’re stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)
It’s too high to get over (yeah, yeah)
too low to get under (yeah, yeah)
19. Mine is not a heart of stone, I am only skin and bone
And those little pieces are pieces of my own
Why don’t you give me some love?
I’ve taken ship-load of drugs
I’m so tired of never fixing the pain
Valium said to me
I’ll take you seriously
And we’ll come back as someone else
Who’s better than yourself
20. Shown to be effective on college
campuses
Strategies that have been shown to
be effective in preventing or reducing
high-risk behavior
21. Changes to the general environment
Policy change
Implementing safety precautions
Campus task forces
22. Everyone will be there
All my friends get to…
You are the only who doesn’t….
23. Ways of behaving that are considered
typical or standard
Students tend to misperceive the
actual behaviors of their peers
People tend to act in ways that are in
line with what they perceive to be
the norm
24. Educate peers on the actual data &
attitudes of students on campus
Messages conveyed through a
variety of marketing channels
25. Descriptive Norms
◦ Refers to the most common actions or
behaviors
◦ “2 out of 3 students stop at 3 drinks or fewer.”
Injunctive Norms
◦ Refer to most widely shared beliefs
◦ “most students believe that alcohol use should
not interfere with academic responsibilities.”
26. Individual-based
Non-judgmental, non-confrontational
Allows a “client” to speak freely
Interviewer “guides” the person to conclusions
and realizations about behaviors
Interviewer provides information and resources
only if asked
Requires extensive training and practice
27. Attempts to control factors to minimize overall
harm done to a person engaging in destructive
behavior
Ultimate goal is “abstinence” though realizes there
are many steps to getting there
NOT “black & white”
Highly controversial
Editor's Notes
Give everyone a few minutes
ask for volunteers to share their answers
Pick one and tell them “XYZ is going to kill you. It’s bad, awful, terrible and you really need to stop IMMEDIATELY or you are going to die, if not today then soon.”
This what we as health educators and peer educators do on a regular basis.
what are some behaviors in which college students engage that might not be so healthy?
Have you ever changed a behavior? If yes, what influenced you to change? What method worked for you?
In this approach, a client receives very personal attention and information
resource intensive
addresses sub-groups
identified through data has engaging in high risk behaviors
i.e., first-year students at higher risk for dangerous drinking
Awareness campaigns
Educational workshops/presentations
Alternative social functions
Environmental assessment/management (TIPS training)
Social norms marketing
Social norms small group interventions
Campus policy creation/review
Motivational interviewing/counseling
Nutritional analysis
Online educational programs
Health fairs
Policy advocacy
theories explain possible relationships between variables, how they might work together
this process is not linear, it is circular
point of entry can be different for every person
movement can be forwards or backwards (relapse)
which do you think is the most difficult?
which behaviors might typically elicit this response?
a person can be unaware that a behavior is dangerous or unhealthy
not thinking about any kind of change and may not start any time soon
can admit the behavior has some negative aspects but the good outweigh the bad
what might this sound like?
A significant turning point
begins to gather information and think about changing a behavior
why might someone be ambivalent?
what might be an example of this?
collects resources and makes specific plans
health care provider input – when?
To quote the Indigo Girls “the hardest part is acting after making the decision!”
what are some steps someone who is going to quit smoking might take?
living the change, practicing healthier living or new habits
changes can be small
learning from mistakes
person has successfully made the change
usually takes about 6 months to be considered in maintenance
creates an environment more conducive to health & safety
Task forces often created to look at a specific issue In order to implement environmental strategies that reduce risk
these phrases influence our perceptions of how prevalent certain behaviors are
knowing what the majority of students are doing can be positive if it is a truly normative and healthy behavior
a social norm is a standard that is accepted by a social group especially particular social behaviors
attempts to correct misperceptions of norms on campus
students tend to believe their peers are acting in much more unhealthy ways than students actually are
smoking drinking, etc. people gravitate toward their perceptions
what are these channels?
posters
stickers
ads in newspaper
web site
personal interaction
general contact
meets the person where he or she is
designed to assist a person in moving along the stages of change
“what did you make of that?
“how did that affect you?”
what behaviors may benefit from a harm, or risk, reduction approach?
why is this considered controversial
needle exchange, condom distribution, responsible drinking, safe-ride programs
