Transtheoretical Model

SCT describes individuals’ behaviour according to a three way model which is dynamic and has mutual relationship among the three factors: personal factors; behaviour and environmental influences (Glanz and Bishop, 2010). Generally, SCT uses for counselling interventions which aims disease prevention since it consists of the concepts of “cognitive”, “behavioristic” and “emotional models” (Glanz and Bishop, 2010). Key construct of SCT is individuals no only learn from their own experiences but also by observing other peoples’ actions and results of those actions (Glanz and Bishop, 2010). In addition, self-control and self-efficacy is also identified as key ideas in SCT (Glanz and Bishop, 2010).

Generally speaking, each theory or model uses a variety of techniques used to help the client battle addiction. From a sociological standpoint understanding the client’s cultural values is the best way to understand addiction (Lamberson, 2017, p. 171). Firstly, the counselor will attempt to teach social norms and preventive measures (Lamberson, 2017, p. 171). The counselor should remember to check their own personal values and value the adaptive qualities within the client (Lamberson, 2017, p. 171). Likewise, the transtheoretical model relies on the client’s values and beliefs to determine what stage of change (Gutierrez & Czerny, 2017, p. 208). The counselor and client attempt to create a plan based on the client ability to change (Gutierrez

The Transtheoretical Model is a theory of health behavior that suggests that behavior change is a process, not an event. There are five stages of change someone can go through while attempting to engage in positive behavior: precontemplation, no intention to act within six months; contemplation, intention to act within six months; preparation, intention to act within the next thirty days along with some behavioral steps; action, changed behavior for less than six months, maintenance, changed behavior for more than six months; termination, end of the behavior. These stages are not linear, so an individual can move up and down the stages of change indiscriminately.

The transtheoretical model posits that health behavior change involves progress through six stages of change: precontemplation, contemplation, preparation, action, maintenance, and termination. Ten processes of change have been identified for producing progress along with decisional balance, self-efficacy, and temptations. Basic research has generated a rule of thumb for at-risk populations: 40% in precontemplation, 40% in contemplation, and 20% in preparation. Across 12 health behaviors, consistent patterns have been found between the pros and cons of changing and the stages of change. Applied research has demonstrated dramatic improvements in recruitment, retention, and progress using stage-matched interventions and proactive recruitment

Also, social support is a construct of the SCT, and hence this is another reason why this theory is suitable to design an intervention. Glanz, Rimer, and Viswanath (2015) depicts that social support contributes to perceived self-efficacy and aids in the adherence to a new behavior. Also, observation, activation of social support systems, and modeling can strengthen self-efficacy (Glanz, Rimer, & Viswanath, 2015). Studies have shown that having social support can be helpful for encouraging and facilitating healthy eating behaviors (Martin et al., 1994). Therefore, it is very likely that homeless veterans could improve their diet choice with increasing social support. With that in mind, Doerksen and McAuley (2014) used the SCT to carry out a study using university employees across a 5-month period to investigate psychosocial determinants of dietary behavior change. The study showed that self-efficacy and outcome expectations were positively associated with a change in low-fat food consumption (LFC) over 5 months (Doerksen & McAuley, 2014). While this study did not explore the construct social support of the SCT, social support contributes to perceived self-efficacy. Therefore, increasing social support, whether it is emotional, belonging, or informational, can influence perceived

Cadzow, R. B., Vest, B. M., Craig, M., Rowe, J. S., & Kahn, L. S. (2014). “Living Well with Diabetes”: Evaluation of a Pilot Program to Promote Diabetes Prevention and Self-Management in a Medically Underserved Community. Diabetes Spectrum, 27(4), 246-255 10p.

Utilizing appropriate health psychology strategies to establish health-enhancing behaviors is critical to preventing the onset of chronic illnesses. Through this assignment, I monitored my consumption of sugar from unhealthy-food items for one week. I then utilized cognitive behavioral therapy (CBT) strategies and the transtheoretical model of behavior change model to design an effective intervention plan that I implemented for two weeks.

This is a review of the Transtheoretical Model/Stages of Change Model developed by J. O. Prochaska and C.C. DiClemente to assess an individual’s readiness to change a behavior. In this paper, we will discuss the history of the theory and its constructs. We will also examine a diabetes study and the impact of TTM in conjunction with Social Cognitive and the Theory of Reasoned Action as applied urban African Americans with Type 2 Diabetes. In the application of TTM, what does success look like and how is failure measured?

For the transtheoretical model my interviewee is in the contemplation phase. She recognizes that her actions are not good for her health and is looking at what could happen if she does not change. Though, she did not have a plan for the lifestyle change until I showed her the wellness plan.

Self-efficacy is at the heart of change theory. We as health care professionals educate, teach, provide resources and encourage patients to take care of their health but at the center of this is the patients’ belief that they can do so. This intrinsic motivation that comes from within is what spurs them to attempt to begin to take action. Diabetes brings with it a multitude of challenges and often, patients are either too detached or complacent about the need for change or are not knowledgeable about the detrimental effects of their behavior until it is too late; Often, the individuals that deal with diabetes as you educate will admit to knowing some of the things that they do that is detrimental to their health and well-being, but more

The tools for the project plan includes an Omani Self-Management Survey also called diabetes self-management (DSM) ( Appendix G) and the Diabetes Self-Management and Education Assessment Scoring (Appendix H). DSM consists of a twenty questions survey that are a life-long journey that patients to adjust to a new lifestyle, make decisions, and perform specific tasks (Alrahbi, 2014). However, diabetes self-management education (DSME) is a five part score questionnaire that is an element of care for all people with diabetes and those at risk of developing the disease. Furthermore, the National Standards for Diabetes Self-Management Education supports and assist diabetes educators in providing evidence-based education and self-management support.

The authors of this journal article initiated research into this subject by entering certain key words related to self-management techniques and practices for type 2 diabetes in three major journal research engines. What is notable about this process is that the literature review that accompanies most research documents actually doubled as the actual research performed itself, since the authors merely analyzed the studies and findings of the journal articles they deemed relevant to their review of existing literature. The initial titles that

The trans-theoretical model is much more a process than content theory of therapy. The trans-theoretical model assumes that the content of therapy will vary from client to client. The client can initially serve as the expert on the content to be changed while the therapist serves as the expert on the processes that can produce change, but, the trans-theoretical therapist begins with the content determined by the client rather than a favored theory of personality. The stages of change are: 1. Pre-contemplation (Not yet acknowledging that there is a problem behavior that needs to be changed), 2. Contemplation (Acknowledging that there is a problem but not yet ready or sure of wanting to make a change), 3. Preparation/Determination (Getting

In the lifestyle changes – a continuous inner struggle for women with type 2 diabetes, women with type 2 diabetes are instructed to change their lifestyle with eating healthy and exercising, however they are highly unmotivated. As there is an emotional issue that needs to be resolved before one Is able to tackle the lifestyle change problem. The grave hindrance is that many of the women have a difficult time accepting their condition yet alone trying to cope with it, they tend to complain and blame their life while they continuously are struggling in coping with it emotionally and physically, they tend to feel jealous of others who can just eat whatever they want , feels that life has become a soft if burden where you can just sit and enjoy

The barriers to behavior change in Mrs. Anderson’s scenario are long and busy work and life schedule, sleep deprivation, and absence of hobbies. I believe that the theoretical framework or model that would support her behavior change is the Health Belief Model (HBM). This theory postulates that people’s belief about their health or disease risks and the results from counteracting these threats identify their preparedness to initiate behavioral change (Glanz, n.d.). Based on your framework or model, some the interventions to employ are (a) setting reasonable and attainable short and long term goals; (b) commitment and accountability to self and others; (c) documentation of actions towards achieving these goals; (d) monitoring