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Table 1 Main theories underpinning the structured group education self-management approach

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

  1. References: Common sense model [26]; Dual process theory [25]; Social cognitive (learning) theory [24]