From: The Reversal Intervention for Metabolic Syndrome (TRIMS) study: rationale, design, and baseline data
Theory | Key elements |
---|---|
Common sense model | People tend to conceptualise a health threat/problem according to 5 domains: |
 | Identity; Cause; Timeline; Consequences; Control/cure |
 | Important to elicit these beliefs as thought to influence coping and self-care behaviour |
 | Influenced by social and cultural factors |
 | Health information needs to be aimed at targeting all 5 domains. If not: |
 | Individual is likely to acquire the missing information from another source |
 | Risk of forming spurious health beliefs |
 | Could negatively impact subsequent coping behaviour |
Dual process theory | Systematic processing of information is encouraged |
 | Individual's are encouraged to take an active role in their learning and work things out and ask questions |
 | The educator does not lecture or dictate but uses open questions to elicit information |
 | Active learning requires recipient to make more effort. However: |
 | Results in individual's making a stronger link between theoretical concepts and their personal situation |
 | Attitude change generally lasts longer when produced by systematic processing |
Social cognitive (learning) theory | Behavioural change is influenced by an individual's: |
 | Sense of control or perceived self-efficacy |
 | Expectancies about outcomes of personal actions |
 | Social modelling of knowledge and competencies |
 | People learn from interaction with others. |
 | Helps a person to realise what they already know |
 | Cultivates new competencies |
 | Instils behavioural outcome expectations |
 | The educator supports individuals to put the elements in place and move forward |