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Change for Life/Cambia tu vida: A health promotion program based on the stages of change model for African descendent and Latino adults in New Hampshire.

Smith C, Ryan A - Prev Chronic Dis (2006)

Bottom Line: The program guides participants through the five stages of change and provides resources to support healthy behavior change.We also sponsor periodic class reunions that help program graduates to maintain these healthy habits.This article describes curriculum development, participant feedback, and early pretest and posttest evaluation results from a standardized assessment.

View Article: PubMed Central - PubMed

Affiliation: New Hampshire Minority Health Coalition, 25 Lowell St, 3rd Floor, Manchester, NH 03105, USA. chris@nhhealthequity.org

ABSTRACT
Studies have shown that diabetes and cardiovascular disease can be controlled and prevented through the modification of behavioral risk factors. The transtheoretical model of behavior change, also known as the stages of change model, offers promise for designing behavior change interventions. However, this model has rarely been applied in group settings with minority communities. To address racial and ethnic disparities related to the risk for diabetes and cardiovascular disease, the New Hampshire REACH 2010 Initiative has designed and implemented Change for Life/Cambia tu vida, a health promotion program based on the stages of change model for African descendent and Latino residents of southern New Hampshire. The program guides participants through the five stages of change and provides resources to support healthy behavior change. We also sponsor periodic class reunions that help program graduates to maintain these healthy habits. This article describes curriculum development, participant feedback, and early pretest and posttest evaluation results from a standardized assessment.

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Handout summarizing the curriculum for participants in the Change for Life program, New Hampshire Racial and Ethnic Approaches to Community Health (REACH) 2010 Initiative.
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Figure 1: Handout summarizing the curriculum for participants in the Change for Life program, New Hampshire Racial and Ethnic Approaches to Community Health (REACH) 2010 Initiative.

Mentions: In each class, the facilitator teaches participants about one or two of the five stages of change. Figure 1 shows a handout summarizing the curriculum for participants. The curriculum includes group exercises tailored to the stage being discussed that encourage facilitators and participants to share their experiences with current and previous efforts at behavior change. Participants are taught how to identify their triggers for the unhealthy habit they want to change, recognize the barriers to change, and solicit the support they need to begin to make the change. Participants set realistic goals for their behavior change and reward themselves for their progress in taking overt actions in their change plan. Each week they are also encouraged to track their progress through the stages of change by using a decision tree (Figure 2). The decision tree is also used in the participant workbook and in evaluation assessments.


Change for Life/Cambia tu vida: A health promotion program based on the stages of change model for African descendent and Latino adults in New Hampshire.

Smith C, Ryan A - Prev Chronic Dis (2006)

Handout summarizing the curriculum for participants in the Change for Life program, New Hampshire Racial and Ethnic Approaches to Community Health (REACH) 2010 Initiative.
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC1637793&req=5

Figure 1: Handout summarizing the curriculum for participants in the Change for Life program, New Hampshire Racial and Ethnic Approaches to Community Health (REACH) 2010 Initiative.
Mentions: In each class, the facilitator teaches participants about one or two of the five stages of change. Figure 1 shows a handout summarizing the curriculum for participants. The curriculum includes group exercises tailored to the stage being discussed that encourage facilitators and participants to share their experiences with current and previous efforts at behavior change. Participants are taught how to identify their triggers for the unhealthy habit they want to change, recognize the barriers to change, and solicit the support they need to begin to make the change. Participants set realistic goals for their behavior change and reward themselves for their progress in taking overt actions in their change plan. Each week they are also encouraged to track their progress through the stages of change by using a decision tree (Figure 2). The decision tree is also used in the participant workbook and in evaluation assessments.

Bottom Line: The program guides participants through the five stages of change and provides resources to support healthy behavior change.We also sponsor periodic class reunions that help program graduates to maintain these healthy habits.This article describes curriculum development, participant feedback, and early pretest and posttest evaluation results from a standardized assessment.

View Article: PubMed Central - PubMed

Affiliation: New Hampshire Minority Health Coalition, 25 Lowell St, 3rd Floor, Manchester, NH 03105, USA. chris@nhhealthequity.org

ABSTRACT
Studies have shown that diabetes and cardiovascular disease can be controlled and prevented through the modification of behavioral risk factors. The transtheoretical model of behavior change, also known as the stages of change model, offers promise for designing behavior change interventions. However, this model has rarely been applied in group settings with minority communities. To address racial and ethnic disparities related to the risk for diabetes and cardiovascular disease, the New Hampshire REACH 2010 Initiative has designed and implemented Change for Life/Cambia tu vida, a health promotion program based on the stages of change model for African descendent and Latino residents of southern New Hampshire. The program guides participants through the five stages of change and provides resources to support healthy behavior change. We also sponsor periodic class reunions that help program graduates to maintain these healthy habits. This article describes curriculum development, participant feedback, and early pretest and posttest evaluation results from a standardized assessment.

Show MeSH
Related in: MedlinePlus