Using Foundational Theories to Effectively Address Health Promotion Topics. Amanda Ayers, MPH Olivia Sevey, MA Harvard University

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1 Using Foundational Theories to Effectively Address Health Promotion Topics Amanda Ayers, MPH Olivia Sevey, MA Harvard University

2 Goals for Today Provide a foundational understanding of key theories that inform health promotion work and effectively promote student and staff wellbeing. Discuss how to translate health promotion theories into meaningful initiatives and prevention work and how to integrate this work across wellbeing offices.

6 The Struggle is Real

7 Why a Holistic Framework? 1986 Ottawa Charter Supportive environments Access to information Skills to enable decisions that promote health Health is created and lived by people within the setting of where they learn, work, and live Health Promotion charged with supporting students & reducing high-risk behavior Understanding all of the aspects that make up an individual's health Hettler, (1980) Myers & Sweeney, (2004) National Wellness Institute, Inc., (2017) Ottawa Charter for Health Promotion, (1986) Rath & Harter, (2010)

8 Wellbeing Framework Developed by Harvard University Center for Wellness and Health Promotion

9 Physical Sleep Sexual Health Nutrition Physical Activity Preventative Medicine Substance Use Developed by Harvard University Center for Wellness and Health Promotion

10 Environmental Recycling Carbon Footprint Living Spaces Learning Spaces Social Spaces Safety Developed by Harvard University Center for Wellness and Health Promotion

11 Social-Ecological Model (SEM) McLeroy, R. K., Bibeau, D., Steckler, A., & Glanz, K. (1988).

12 Social-Ecological Model Attitudes Characteristics Beliefs Identities Nighttime routine Value of sleep FOMO Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005).

13 Social-Ecological Model Social Supports Family Friends Peers Co-workers Roommate s sleep habits My mentor(s) values sleep Active sleep space How friends talk about sleep Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005).

Social-Ecological Model Sleep narrative on campus Your College/University Policies Culture Roommate s sleep habits How friends talk about sleep School

14 Social-Ecological Model Sleep narrative on campus Your College/University Policies Culture Roommate s sleep habits How friends talk about sleep School policies Active sleep space My mentor(s) values sleep Nighttime routine FOMO Value of sleep Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005).

15 Health Belief Model (HBM) - Individual Perceived Susceptibility Perceived Severity Perceived Benefits Perceived Barriers Cues to Action Self-Efficacy Abraham, C., & Sheeran, P. (2005).

16 Perceived Barriers Perceived Barriers Belief that costs of taking action outweigh the benefits Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005).

17 Self-Efficacy Self-Efficacy Confidence in one s ability to take action Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005).

18 Theory into Practice

19 Theory into Practice What health behavior or health topic is a high priority on your campus? What initiative is your office/campus working on to support this health priority? What are the perceptions about this topic or behavior on your campus? How is this topic or behavior reinforced on your campus? What other dimensions of wellbeing are important to consider that may contribute to this health behavior/or topic? How do interpersonal relationships affect this individual health behavior/or topic? How does the campus community affect this health behavior/or topic?

20 Presentation Citations & Resources Abraham, C., & Sheeran, P. (2005). The health belief model. In M. Conner & P. Norman (Eds.), Predicting health behavior (2nd ed., pp 28-80). Philadelphia: Open University Press. Rath, T., & Harter, J. K. (2010). Well-being: The five essential elements. New York, N.Y.: Gallup. Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco,CA: Jossey-Bass. Hettler, B. (1980). Wellness promotion on a university campus: Family and community health. Journal of Health Promotion and Maintenance, 3, McLeroy, R. K., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education & Behavior, 15(4), Myers, J.E., & Sweeney, T.J. (2004). The indivisible self: An evidence-based model of wellness. Journal of Individual Psychology, 60(3), Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.). (2005). Theory at a glance: A guide for health promotion practice. Bethesda, MD: U.S. Dept. of Health and Human Services, National Institutes of Health, National Cancer Institute. National Wellness Institute (NWI): Ottawa Charter of Health Promotion Theory at a Glance

21 Contact info Amanda Ayers, MPH Olivia Sevey, MA Center for Wellness and Health Promotion Harvard University Health Services

22 Putting Theory Into Practice Developed by Harvard University Center for Wellness and Health Promotion Use this worksheet to begin thinking about the development of initiatives through the lense of theory. This worksheet is not meant to be exhaustive but rather a kickstarter for you and your colleagues. What types of assessment are you or your campus doing to better understand the health/wellbeing priorities of your campus? Ex: peer education group survey, health assessment data, focus groups, student interviews, peer reviewed journals, etc. (it is best to have multiple sources, as this helps when advocating for this initiative/intervention with administors) What health/wellbeing topic or behavior is your campus currently focusing on? What informed the decision to work with this topic or behavior? Ex: There is a need based on data, this was asked of me by administrators, students are asking for more initiatives around this topic, etc. What are the perceptions about this topic or behavior on your campus? How is this reinforced on campus? Ex: Campus culture, policies, campus events, etc. Is there data that still needs to be collected to help inform how you might approach your interventions/initiative? If so, list out what that might be and how you might be able to obtain it. Ex: Conducting a literature review

23 What are the evidence-based interventions currently in place at your peer institutions around this health behavior? Who is your audience? Ex: All undergraduate students, freshmen, student-athletes, affinity groups, etc. Which theory or theories will you use to determine the best intervention(s) for your audience? Ex: Social-Ecological Model(SEM), Health Belief Model (HBM), Wellbeing Framework, Trans-theoretical Model/Stages of Change Model, etc. List the tenants of the theory or theories you will be using to develop your initiative/intervention. Use Theory at a Glance to help you determine the tenants if they are not readily available to you and work through the different layers of each theory. What types of intervention/initiative fits best with the information you gained from working through the different theories? Make sure to reference Theory at a Glance when determining best initiatives based on the different theories. Ex: Social media campaign, skill-building workshop, brief interventions, small group sessions, multi-week workshop series, etc. Develop one to two goals for the initiative/intervention using what you ve learned from your data and theory/model development. Develop 2-4 learning objectives for the initiative/intervention using what you ve learned from your data and theory/model development.

24 Things to continually think about: Who are key stakeholders you want to involve in planning your intervention/initiative? Who may be doing work on this topic already or something similar with whom you may be able to collaborate? How will I evaluate how the planning and development process went? How will I evaluate the success of the initiative/intervention? Important things to consider and remember: Knowledge is not enough. Creating interventions that support skill building and prepare students for life is going to be more valuable and effective than information alone. Utilizing multiple theories in program development will foster a whole view of the problem or behavior you are trying to change. Creating change requires you to create initiatives and interventions that hit on multiple levels of the Social-Ecological Model When utilizing the wellbeing framework you might be focusing on one aspect of the framework (ex. Physical activity or mental health) but understanding how each of the dimensions affects and is affected by the others will go a long way. It is also important to try to incorporate different dimensions for a holistic view of wellbeing and when it makes the most sense for your campus.

Using Behavioral Science: Applying Theory to Practice. New York City Department of Health and Mental Hygiene Program Evaluation Unit December 3, 2002

Using Behavioral Science: Applying Theory to Practice New York City Department of Health and Mental Hygiene Program Evaluation Unit December 3, 2002 Our Goals To increase awareness of behavioral science