Community and Public Health Models and Theories

Comprehensive vocabulary flashcards covering community models, theoretical frameworks in public health, the PRECEDE-PROCEED model phases, and community organizing steps based on lecture notes.

Ecological Model

A theoretical framework explaining that human behavior is shaped by interactions between individuals and their environments across multiple levels of influence: individual, interpersonal, organizational, community, and policy.

Social Systems Model

A framework that views a community or institution as a system of interrelated parts operating through inputs, processes, outputs, feedback loops, equilibrium, and adaptation.

Structural-Functional Model

A model focusing on stability and social order, emphasizing how institutions and roles within community structures serve specific functions to maintain cohesion and cooperation.

Social Planning Model

An organized, evidence-based, and expert-led approach to problem-solving involving needs assessment, goal setting, resource allocation, implementation, and program evaluation.

Social Action Model

An intervention model centered on empowerment, collective mobilization, participation, advocacy, and redistributing power to address injustice and healthcare disparities among disadvantaged groups.

PRECEDE–PROCEED Model

A comprehensive framework developed by Lawrence W. Green and Marshall W. Kreuter for planning, implementing, and evaluating health promotion and disease prevention programs.

PRECEDE

Acronym for Predisposing, Reinforcing, and Enabling Constructs in Educational / Ecological Diagnosis and Evaluation; refers to the diagnostic planning phases (Phases 1–5) of the model.

PROCEED

Acronym for Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development; refers to the implementation and evaluation phases (Phases 6–9) of the model.

Phase 1: Social Assessment

The PRECEDE phase focused on understanding how community members perceive their quality of life, primary concerns, and social problems using surveys, interviews, and focus groups.

Phase 2: Epidemiological Assessment

The PRECEDE phase that uses health data, disease records, and surveillance statistics to identify and prioritize major health problems in a community.

Phase 3: Behavioral and Environmental Assessment

The PRECEDE phase that identifies specific behavioral practices and environmental factors contributing to prioritized health problems.

Phase 4: Educational and Ecological Assessment

The PRECEDE phase that categorizes determinants of behavior into predisposing, enabling, and reinforcing factors.

Predisposing Factors

Factors that motivate or provide rationale for a behavior, including knowledge, beliefs, attitudes, values, perceptions, and confidence.

Enabling Factors

Resources, skills, or environmental conditions that make a behavior possible or easier, such as health facilities, equipment, transportation, and affordable services.

Reinforcing Factors

Feedback and support following a behavior that encourage its continuation, such as family support, peer influence, provider advice, and social recognition.

Phase 5: Administrative and Policy Assessment

The PRECEDE phase that evaluates whether sufficient budget, personnel, facilities, policies, regulations, and partnerships exist to support intervention implementation.

Phase 6: Implementation

The initial PROCEED phase in which planned health campaigns, educational sessions, screenings, or interventions are put into action.

Phase 7: Process Evaluation

A PROCEED phase that assesses whether program activities were carried out as planned, targets were met, and resources were utilized appropriately.

Phase 8: Impact Evaluation

A PROCEED phase measuring the short-term or immediate changes produced by an intervention, such as shifts in knowledge, attitudes, behavior, or screening participation.

Phase 9: Outcome Evaluation

The final PROCEED phase measuring long-term program outcomes, such as reductions in disease incidence, mortality rates, and overall improvements in quality of life.

Health Promotion Model (HPM)

Developed by Nola J. Pender; states that individual characteristics, perceived benefits, perceived barriers, self-efficacy, and interpersonal/situational influences drive health-promoting behaviors.

Health Belief Model (HBM)

Developed by Irwin M. Rosenstock; asserts that health behaviors depend on perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy.

Social Cognitive Theory (SCT)

Developed by Albert Bandura; posits that behavior is learned through observational learning, modeling, reinforcement, self-efficacy, and reciprocal determinism.

Social Ecological Model (SEM)

Developed by Urie Bronfenbrenner; conceptualizes behavior as being influenced by five nested levels: individual, interpersonal, organizational, community, and policy.

Empowerment Theory

Developed by Paulo Freire; emphasizes active community participation, capacity building, and self-determination to address health problems and promote social justice.

Diffusion of Innovations Theory

Developed by Everett M. Rogers; explains how new ideas spread across populations, classifying adopters into Innovators, Early adopters, Early majority, Late majority, and Laggards.

Theory of Planned Behavior (TPB)

Developed by Ajzen; states that behavioral intention—which directly predicts behavior—is determined by attitudes toward the behavior, subjective norms, and perceived behavioral control.

Primary Health Care Theory

Framed by the Declaration of Alma-Ata; rests on principles of equity, community participation, health promotion, appropriate technology, and intersectoral collaboration.

Transtheoretical Model

A model describing behavior change as a stage-based process involving Precontemplation, Contemplation, Preparation, Action, Maintenance, and sometimes Termination.

Community Organization and Community Participation Theory

A framework stating that health interventions achieve long-term sustainability when community members actively engage in decision-making, leadership, and partnership development.

Entry into the Community

The first step of community organizing, focused on establishing rapport, understanding culture and leadership structures, and demonstrating respect for local customs.

Situational Analysis / Community Study

The second step of community organizing, involving data collection on demographics, resources, problems, and needs through surveys, interviews, focus groups, and observations.

Core Group Formation

The fourth step of community organizing, which identifies, trains, and develops local leaders or volunteers to form an organizing committee.

Sustainability and Turnover

The final step of community organizing, aimed at strengthening local capacity and transferring project ownership to community leaders to ensure long-term program continuation.