EPE 2612_UNIT 5.pptx

ENVIRONMENTAL HEALTH PROMOTION AND EDUCATION Chapter 5 Basic Human Behavior In Learning  LEARNING OUTCOMES At the end of the lesson, students should be able to:  List the attitudes of human behavior towards learning.  State the general educational implic...

ENVIRONMENTAL HEALTH PROMOTION AND EDUCATION Chapter 5 Basic Human Behavior In Learning  LEARNING OUTCOMES At the end of the lesson, students should be able to:  List the attitudes of human behavior towards learning.  State the general educational implications of behaviorism.  Identify critical components of human behavior in learning.  Describe the ‘health belief model’ of human in learning.  Attitudes Towards Learning  Motivation  Involvement  Persistence  Cooperation  Change in behavior  General Educational Implications of Behaviorism  Emphasis on behavior  Drill and practice  Breaking habits  Rewards Critical Components /Principles 1. Classical Conditioning Model 2. Operant Conditioning Model CLASSICAL CONDITIONING MODEL  Ivan Pavlov, in 1927, began working with learning through "classical conditioning.“  Initially the dog only salivated when it was eating.  Later Pavlov noticed the dog salivated when he carried the food into the room.  He become curious as to why this change had taken place.  He thought there were both learned and unlearned components to the dog's behavior.  He began experimenting with different stimuli, and if he rang a bell immediately before giving food to the dog, eventually the dog would salivate merely in response to the sound of the bell.  He generated terminology to describe his observations.  THE COMPONENTS OF CLASSICAL CONDITIONING MODEL 1. Unconditioned stimulus (UCS) 2. Unconditioned response (UCR) 3. Conditioned learned stimulus (CLS) 4. Conditioned response (CR)  An unconditioned stimulus (UCS) such as food, generates and instinctual reflexive, unlearned behavior, such as salivation when eating.  The salivation was called an unconditioned response (UCR) because it was not learned.  The bell, formerly a neutral sound to the dog, become a conditioned learned stimulus (CLS) and the salivation a conditioned response (CR). OPERANT CONDITIONING MODEL The components of operant conditioning Reinforcement Positive reinforcement Negative reinforcement  Punishment Positive punishment Negative punishment  Reinforcement is any event that strengthens or increases the behaviour it follows. 1. Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. 2. Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant. ◦ In both of these cases of reinforcement, the behavior increases. Punishment, on the other hand, is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows. 1. Positive punishment, sometimes referred to as punishment by application, involves the presentation of an unfavorable event or outcome in order to weaken the response it follows. 2. Negative punishment, also known as punishment by removal, occurs when an favorable event or outcome is removed after a behavior occurs.  In both of these cases of punishment, the behavior decreases.  Health Belief Model  Perceived severity - the belief that a health problem is serious  Perceived threat - the belief that one is susceptible to the problem  Perceived benefit - he belief that changing one’s behavior will reduce the threat  Perceived barriers - a perception of the obstacles to changing one’s behavior  Self efficacy - the belief that one has the ability to change one’s behavior Concept Definition Application Define population(s) at risk, risk levels; Perceived One's opinion of chances of personalize risk based on a person's Susceptibility getting a condition features or behavior; heighten perceived susceptibility if too low. One's opinion of how serious a Perceived condition and its consequences Specify consequences of the risk and Severity the condition are Perceived One's belief in the efficacy of the Define action to take; how, where, Benefits advised action to reduce risk or when; clarify the positive effects to be seriousness of impact expected. Confidence in one's ability to Provide training, guidance in performing Self-Efficacy take action action. One's opinion of the tangible and Perceived Identify and reduce barriers through psychological costs of the Barriers advised action reassurance, incentives, assistance.  Stages of Change or the Transtheoretical Model  Precontemplation - not thinking about changing behavior  Contemplation - thinking about changing in the near future  Preparation / Determination- making a plan to change behavior  Action - implementing the plan to change behavior  Maintenance - continuation of behavior change  Social Cognitive Theory  Reinforcement - Reinforcements are either positive or negative consequences of a behavior.  Behavior capability - In order for a change to take place, one must learn what to do to change and how to do it.  Expectancies - The value one places on the expected result. If the result is important to the person, the behavior change that will yield the result is more likely to happen.  Self efficacy - Belief in one’s ability to successfully change one’s behavior. Self efficacy is connected with another construct called “outcome expectations.” These are the benefits one expects to receive by changing one’s behavior.  Reciprocal determinism - The dynamic relationship between the individual and the environment.  Factors involved in the analysis of educational needs  Client characteristics ◦ Age ◦ Ethnics ◦ Gender ◦ Medical diagnosis  Level of education ◦ Primary education ◦ Secondary education ◦ Tertiary education ◦ Illiterate  Cultural awareness ◦ Beliefs / values ◦ Practices ◦ Religion  Socio-economic considerations ◦ To understand home situation ◦ To know a person’s financial situation THANK YOU