The Health Belief Model according to Principles and Foundations of Health Promotion and Education, “The HBM addresses the individual’s perceptions of the threat posed by a health problem (susceptibility, severity), the benefits of avoiding the threat, and factors influencing the decision to act (barriers, cues to action, and self-efficacy)” (Rimer & Glanz, 2005, p. 12). The key concepts of the health belief model include Perceived susceptibility, Perceived severity, Perceived benefits, Perceived barriers, Self-efficacy and Cues to actions. For this assignment, I will design an interactive, theory-based health education program to affect a specific health behavior in a specific population. The population for which this program is intended for …show more content…
The lowest age of the sample is 17 years old because normally at this age teenagers are likely to get sexually active. The highest age of the sample is 23 years old because at this age, youths are more sexually active and are less likely to practice safe sex. The behavior this program is intended to affect is condom use. Participants will learn to use condom to avoid unwanted pregnancy, STI’s and HIV. To achieve this goal, the program is intended to be delivered in the main hall of College campuses, and High school auditorium because this creates enough room for the proposed size of congregation. For this program the Health Belief Model theory is a good fit because the Health Belief Model is based on the understanding that a participant will take a health-related action for example (use condoms) if that person feels that a negative health condition can be …show more content…
Perceived barrier is participants belief in the efficacy of using condom to reduce the risk of contracting sexually transmitted disease and unwanted pregnancy. For this construct, this program will give each participant a list of common barriers to using condom. For example, (condom limits their feeling, or they feel ashamed to talk to their partner about it) I will also ask participants to circle the barriers on the list that apply to them. This activity supports enactive learning because participants learn by doing the activities themselves. Additionally, participants will be taught how to explore ways to eliminate these barriers. For example, (male participants will be taught how to put lubricant in the condom to increase sensation. Youth and teenagers will also be taught how to practice how to talk to their partners about the necessity of condom). For this activity, vicarious learning process is applied because participants are taught by observing and
In developing this guide, ARHP/SRHU was addressing a major concern in regards to adolescent sexual and reproductive health: knowledge about accessibility of resources and the proper contraceptive methods to use for optimal protection against pregnancy and STIs. The workshop developed by ARHP had been designed with pre and post surveys in order to accurately assess the impact of the workshop on the participants. The surveys assessed the teens knowledge about parental permission, free services, whether ...
Lets make it quite clear that change doesn’t happen overnight nor is it ever a process easy. To make a proper and healthy life-style behavior change, you must be dedicated to put in the time and effort that’s necessary for accomplish any goal. When I first began to become engage in exercising and becoming more physically fit I found that the Health Belief Model and the Social Cognitive Theory demonstrated the progression that I have made throughout my change. To begin you do not need to try and follow through the steps provided in any given model or a theory, the reasoning behind that statement is that everyone is different so our stages of change will all differ from one another. For me, once I decided that I wanted to begin attending group-fitness classes I found that through the Health Belief Model I had to understand the perceived benefits of my change, I had to
Since the HIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only until marriage is the best method while others believe that a more comprehensive approach, which includes abstinence promotion as well as contraceptive information, is necessary. Abstinence-only program curriculums disregard medical ethics and scientific accuracy, and have been empirically proven to be ineffective; therefore, comprehensive sex education programs which are medically accurate, science-based and empirically proven should be the standard method of sex education for students/children in the U.S.
The Health Belief Model is a framework that is used for understanding service user’s health behaviours. The Health Belief Model is based on believing that a service user will seek health care related action if they believe that they are at risk of developing a certain condition and also if they believe that they can successfully and confidently take action to avoid getting the condition. A conceptual framework that describes a person's health behavior as an expression of health beliefs. The model was designed to predict a person's health behavior, including the use of health services, and to justify intervention to alter maladaptive health behavior. www.medical-dictionary.com (accessed 1/11/2016).
The Health Belief Model (HBM) comes from the psychological and behavioral theorists. The premise is that there are two parts involved in health related behavior. “People are more inclined to engage in a health behavior when they think doing so can reduce a threat that is likely and would have severe consequences if it occurred.” (Brewer & Rimer, 2008, p. 152). The patient believes that a specific health action will prevent or cure the illness. How the individual responds depends on the perceived benefits and barriers of that health behavior.
This essay will demonstrate how health psychology can aid nurses in caring for patients with human immunodeficiency virus (HIV). It will look at how stigma can impact on the behaviour of patients with HIV as well as explain causes for non adherence. Health psychology studies thoughts, emotions and behaviours related to health and illness. It uses a biopsychosocial approach which considers all aspects of a person's life. Health psychology allows nurses to have a better understanding of how patients perceive health, what influences health risk behaviours and what prompts people to adopt healthy behaviours (Ogden, 2012a). The health belief model (HBM), which was developed in 1966 by Rosenstock, is used as a way of explaining why people choose to use health protection behaviours (Pitts and Phillips, 1998). For the purpose of this essay the HBM will be applied to HIV to demonstrate how it can explain why some people choose not to use condoms.
Our personal beliefs influence our health behavior either positively or negatively. Health beliefs have been linked to uptake and have been measured using a number of models. For example, Bish et al. (2000) used the health belief model (HBM) and the theory of planned behavior (TPB) to predict uptake of a routine cervical smear test.
...s effected by the three parameters, so in this case the health motivation is very high. Therefore, teens are very like to change to use condoms to prevent pregnancy.
The “talk” about sexuality has never been a topic many like to discuss with tweens or teens, but it has to be addressed sometime during their lifetimes. Sex is a natural experience that is used for reproduction and the building of an emotional connection. However, many teens engage in pre-marital sex and have no knowledge about protecting themselves. Sexual education teaches about human sexuality and how abstinence should be practiced to prevent sexual transmitted diseases (STDs) and unplanned pregnancies. Yet, sexual education classes are mostly for those in college.
Two drastic Emergency Room cases were handled in 1998 at Mary Washington Hospital. Concerned mothers brought their 12 year old daughters into the hospital thinking they were suffering from severe stomach pain or even appendicitis…both girls were actually in labor (Abstinence, 2002). The United States has the highest teen pregnancy, birth, and abortion rates in the Western world (Planned Parenthood, 2003). Are teens getting enough knowledge on sex and how to prevent STDs and unwanted pregnancies? Another heartbreaking statistic is that teenagers have the highest rate of STDs of any age group, with one in four young people contracting an STD by the age of 21 (Sex-Ed Work, 2003). Is sex education really working in school? Or do we need to change the type of curricula that is taught? There is no question that sex education should be taught in schools, but the question is how? The purpose of this paper is to determine which curricula of sex education should be taught in schools to be most effective in lowering STD and pregnancy rates among teenagers.
The epidemic of HIV/AIDS is now progressing at a rapid pace among young people. Young people form a significant segment of those attending sexually transmitted infection (STI) clinics and those infected by HIV. Many adolescents around the world are sexually active and because many sexual contacts among them are unprotected, they are at a risk of contracting sexually transmitted diseases (STDs) including HIV/AIDS. Another reason for their vulnerability to STDs is the lack of sex education, including education on the prevention of
“Teens are confused by messages that are non-directive about risk-taking and optimal health” (Abstinence Is The Best Policy). Sex Ed programs are confusing young adults and are not being clear about the dangers of teens having sex. “Early sexual activity is associated with an increased risk of STDs, reduced psychological and emotional well-being, lower academic achievement, teen pregnancy, and out-of-wedlock childbearing” (Abstinence Education Programs). Sexual activity at a young age is resulting in so many unwanted situations and a clear message about abstinence could be the best preventative measure to take. Preaching abstinence will not only educate the youth about consequences of sexual activity but also give a clear message about what would happen if they were in that
Martinez, Gladys, Joyce Abma, and Casey Copen. “Educating Teenagers About Sex In The United States”. CDC.GOV. Center of Disease Control and Prevention, 15 Sept. 2010. Web. 09 Feb.2014
Sex education in schools has been a long debated subject among parents, teachers, government officials and students. The need for sex education has increased due the higher numbers of teen pregnancy and STD cases among school age kids. The pregnancy rate has more than doubled and teens have the highest rate of STD cases among all of the age groups (DeCarlo 1). The major questions are the type of material that should be discussed and whether the programs are actually helping the problem or adding to it. There are a lot of other questions that branch off from the major ones also. Since sex education has already been around for decades, it is very necessary for us to determine the effects of the educational programs over the years. This will help us to verify the quality of lessons being taught in the classes.
The condoms display in the Hidden Heroes: the Genius of Everyday Things exhibit is a showcase that would cause an individual to wonder about adolescents’ overall knowledge of human sexuality. In today’s society, children are susceptible to learning about such a delicate topic not only from their families and peers, but through the media as well. These sources often provide misrepresentations of the information due to ignorance and biased views. Therefore, in order to inform individuals more accurately, sex education programs have been created with the intention to be implemented into schools across the country. This has led up to being one of the most controversial issues hovering over educational institutions, where the inclusion of such programs has been hotly debated. However, recently, the dispute is not so much about whether sex education should be taught in schools, but rather what content should be taught and what approach should be taken.