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EHCE9-en

  1. GENERAL

SCHOOL

School of Public Health

DEPARTMENT

Department of Public and Community Health

LEVEL OF STUDIES

PG  LEVEL 7

COURSE CODE

EHCE 9

SEMESTER

B Mandatory

COURSE TITLE

Communication for Behavioral Change: Individuals and Communities in the Context of Sustainability and Inclusive Education

COORDINATOR

KONSTANTINA SKANAVI

TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURS PER WEEK

ECTS CREDITS

                      Seminars, Labs

3

4

 

 

 

 

 

 

Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.

 

 

COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area, Skill Development

PREREQUISITES:

 

  

TEACHING & EXAMINATION LANGUAGE:

English

COURSE OFFERED TO ERASMUS STUDENTS:

ΝΟ

COURSE URL:

 
           
  1. LEARNING OUTCOMES

Upon successful completion of the course, the student will be able to:

–        Understand theoretically and empirically the effectiveness of behavioral modification theories in school settings.

–        Understand the effectiveness of cognitive and behavioral theories in the treatment of a range of child and adolescent mental health and behavioral problems.

–        Understand the importance of emotion regulation training for students in school settings.

 

 

General Skills

 

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

 

 
  1. COURSE CONTENT
  1. Attitudes configuration
  2. Attitudes modification process.
  3. Prevention of health behaviors . Attributions theory. Danger perception.

Self-effectiveness.

  1.  Motivation theory and self identification theory.
  2. Behavior modification model
  3. Social-cognitive models 
  4. Protection motivation theory
  5. Theory of Planned Behaviour -theory of reason action .
  6. Communication- verbal, no verbal-empathy- emotional quality-presentation skills.
  7. Cognitive behavior therapy and cognitive behavioral intervention for behavioral modification.
  8.   Personality disorders  
  9. Studies presentation-Final Evaluation.
  10. 13.Feedback.
  1. LEARNING & TEACHING METHODS – EVALUATION

TEACHING METHOD
Face to face, Distance learning, etc.

Face to face, Ms Teams

USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students

Eclass.

 Ppt

email

Ms Teams

TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Activity

Workload/semester

Lectures/ Seminars

            39

Bibliographic research & analysis 

            31

Progress Study

           10

Study Creation 

            20

Total

       100= 4 ECTS

 

 

 

 

 

 

Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report, Clinical examination of a patient, Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

Participation in  lectures and seminars is mandatory

The language of evaluation is English .

 

·        An intermediate  progress study

Submitted to e-class            30%

·        A final study

Submitted to e-class            70%

 

The evaluation criteria are:

•   scientific methodology

•  bibliographic documentation

 

 

Instructions can be found by students in the e-class

 
  1. SUGGESTED BIBLIOGRAPHY

 

  • Ajzen, I., & Fishbein, M., (2000). Attitudes and the Attitude-Behavior Relation: Reasoned and Automatic Processes, European Review of Social Psychology, 11:1, 1-33, DOI: 10.1080/14792779943000116

 

  • Albarracín, D., Johnson, B. T., Fishbein, M., & Muellerleile, P. A. (2001). Theories of reasoned action and planned behavior as models of condom use: A meta-analysis. Psychological Bulletin, 127(1), 142–161. https://doi.org/10.1037/0033-2909.127.1.142

 

  • Armitage, C.J., & Conner, M., (2000). Social cognition models and health behaviour: A structured review, Psychology & Health, 15:2, 173-189, DOI: 10.1080/08870440008400299

 

  • Barley, E., & Lawson, V. (2016). Using health psychology to help patients: theories of behaviour change. British journal of nursing (Mark Allen Publishing), 25(16), 924–927. https://doi.org/10.12968/bjon.2016.25.16.924

 

  • Davis, R., Campbell, R., Hildon, Z., Hobbs, L., & Michie, S. (2015). Theories of behaviour and behaviour change across the social and behavioural sciences: a scoping review. Health psychology review, 9(3), 323–344. https://doi.org/10.1080/17437199.2014.941722

 

  • Edgar, T. and Volkman, J.E. (2012) ‘Using Communication Theory for Health Promotion: Practical Guidance on Message Design and Strategy’, Health Promotion Practice, 13(5), pp. 587–590. Available at: https://doi.org/10.1177/1524839912450879.

 

  • Errida, A. and Lotfi, B. (2021) ‘The determinants of organizational change management success: Literature review and case study’, International Journal of Engineering Business Management, 13, p. 184797902110162. Available at: https://doi.org/10.1177/18479790211016273.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

 

·       Floyd, D.L., Prentice-Dunn, S., & Rogers, R.W., (2000). A Meta-Analysis of Research on Protection Motivation Theory. Journal of Applied Social Psychology, 30: 407-429. https://doi.org/10.1111/j.1559-1816.2000.tb02323.x

 

·       Glanz, K., & Rimer, B. K., (2005). Theory at a Glance: A Guide to Health Promotion Practice. Bethesda, Md.: National Cancer Institute, 2nd ed.

  • Gordan, M. (2014) ‘A Review of B. F. Skinner’s “Reinforcement Theory of Motivation”’.

 

  • Hagger, M.S., Chatzisarantis, N.L.D., & Biddle, S.J.H. 2002. A Meta-Analytic Review of the Theories of Reasoned Action and Planned Behavior in Physical Activity: Predictive Validity and the Contribution of Additional Variables. Journal of Sport and Exercise Psychology. 24: pp. 3-32.

 

  • Hinojosa, A.S. et al. (2017) ‘A Review of Cognitive Dissonance Theory in Management Research: Opportunities for Further Development’, Journal of Management, 43(1), pp. 170–199. Available at: https://doi.org/10.1177/0149206316668236.

 

  • Janz NK, Becker MH. The Health Belief Model: A Decade Later. Health Education Quarterly. 1984;11(1):1-47. doi:10.1177/109019818401100101

 

Kwasnicka, D., Dombrowski, S.U., White, M., & Sniehotta, F., (2016). Theoretical explanations for maintenance of behaviour change: a systematic review of behaviour theories, Health Psychology Review, 10:3, 277-296, DOI: 10.1080/17437199.2016.1151372

 

  • Merrill, R. M., Frankenfeld, C., Mink, M., Freeborne, N., & Λάγιου, Α., (2020). Επιδημιολογία και Προαγωγή υγείας, Αρχές, Μέθοδοι και Εφαρμογές. Εκδ. Πασχαλίδης & Broken Hill.

 

 

  • Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American journal of health promotion : AJHP, 12(1), 38–48. https://doi.org/10.4278/0890-1171-12.1.38

 

  • Stroebe, W., & Stroebe, M. (1996). The social psychology of social support. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 597–621). The Guilford Press.
  • Swearer, S.M. et al. (2014) ‘Reducing Bullying: Application of Social Cognitive Theory’, Theory Into Practice, 53(4), pp. 271–277. Available at: https://doi.org/10.1080/00405841.2014.947221.

 

  • Wade, D.T. and Halligan, P.W. (2017) ‘The biopsychosocial model of illness: a model whose time has come’, Clinical Rehabilitation, 31(8), pp. 995–1004. Available at: https://doi.org/10.1177/0269215517709890.

 

  • Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/10.1080/00461520903433596

 

  • Wentzel, K.R. and Miele, D.B. (eds) (2016) ‘Self-Efficacy Theory in Education DA L E H . SCHUNK AND MARIA K . D iB ENEDET TO’, in Handbook of Motivation at School. 0 edn. Routledge, pp. 46–66. Available at: https://doi.org/10.4324/9781315773384-9.
  • Weiner, B. Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective. Educational Psychology Review 12, 1–14 (2000). https://doi.org/10.1023/A:1009017532121