Now, You Have Identified And Done Some Literature Search

By now, you have identified and done some literature search on yourmo

By now, you have identified and done some literature search on your Module 1 session long project (SLP) topic/health behavior and target population. In short, you have assessed the need for a program or intervention to address the health behavior you previously identified. For Module 2 SLP, you will again conduct a literature search utilizing peer-reviewed journal articles, books, professional organization articles, etc. to help you identify evidence-based strategies to best address the health behavior in your target population. Write a paper (3 pages in length) summarizing your findings on evidence-based strategies specific to the health behavior.

Program’s overall goal, learning objectives, and behavioral objectives

Using the same topic from Module 1 SLP, describe your program’s overall goal and at least two SMART (Specific, Measurable, Achievable, Realistic, Time-phased) learning objectives and one behavioral objective for your specific target population. Ensure your objectives are aligned with the evidence-based strategies you identify, and they clearly specify the expected outcomes within a defined timeframe. Review the required readings and tutorials on SMART goal and objective development to ensure your objectives meet these criteria.

Evidence-based strategies for behavior change

Based on your literature search, provide a summary of evidence-based strategies that have been demonstrated to be effective in promoting or reducing the targeted health behavior in your population. Focus on strategies that have been validated by empirical research, and explain how they support behavior change in your specific context.

Selection and justification of strategies

Identify two (2) evidence-based strategies that you plan to implement within your program or intervention. For each, provide a detailed explanation of why you chose these particular strategies, including their strengths, applicability to your population, and supporting evidence. Justify your choices and explain how they are aligned with your program goals and objectives.

Paper For Above instruction

The development of effective health promotion programs relies heavily on the integration of evidence-based strategies that have been validated through rigorous research. In the context of addressing a specific health behavior within a targeted population, understanding which strategies are most effective is vital for designing interventions that can produce measurable improvements. This paper explores the process of defining clear program goals and objectives, reviewing evidence-based strategies, and selecting appropriate methods to facilitate behavior change.

Program Goals and Objectives

The overarching goal of my program is to reduce the prevalence of sedentary behavior among adolescents aged 12 to 18 in urban communities over the course of one year. Sedentary lifestyles are linked to multiple health issues, including obesity, cardiovascular disease, and mental health problems (Centers for Disease Control and Prevention [CDC], 2011). The primary objective is to increase physical activity levels in this population by 20% within 12 months, measured through self-reported activity logs and accelerometer data. Two specific SMART learning objectives are:

1. By the end of six months, at least 75% of participants will demonstrate increased knowledge about the health risks associated with sedentary behavior and the benefits of active lifestyles, as measured by a pre- and post-intervention quiz.
2. Within three months, 60% of participants will have adopted at least three new physical activity habits, such as walking or cycling, as documented in weekly activity logs.

The behavioral objective is: To reduce the average daily sedentary time among participants by at least 30 minutes within three months, assessed via activity monitoring devices.

Evidence-Based Strategies for Behavior Change

Research indicates that multi-component interventions combining environmental, behavioral, and policy strategies tend to be most effective in reducing sedentary behaviors among youth (Patnode et al., 2011). Evidence suggests that incorporating social support, goal-setting, and self-monitoring techniques significantly promotes active engagement (Glanz, n.d.). Educational campaigns alone are insufficient; therefore, focus should be placed on strategies that alter the environment and social norms to facilitate sustained behavior change.

Peer-led initiatives and digital interventions, like mobile apps for activity tracking, have demonstrated positive impacts on adolescent activity levels (Centers for Disease Control and Prevention, 2019). Furthermore, integrating school policies that promote active breaks during class hours and active transport to school are proven strategies to reduce overall sedentary time (Guthold et al., 2020). These strategies are supported by social cognitive theory, emphasizing observational learning and reinforcement (Bandura, 1986).

Selected Strategies and Justifications

The first strategy I plan to implement is a peer-mentoring program that encourages social support for increased physical activity. Peer influence is especially potent during adolescence, and leveraging positive peer behavior can foster a culture of activity (Fletcher & Walker, 2014). By training peer leaders to advocate for active lifestyles, the intervention activates social norms and provides positive reinforcement, leading to improved participation rates.

The second strategy involves integrating technology, specifically a mobile application that enables self-monitoring of activity levels, goal setting, and feedback. The use of digital health tools has been shown to increase motivation, accountability, and self-efficacy among adolescents (Dennison et al., 2013). The app facilitates real-time tracking and social sharing of achievements, aligning with behavior change theories such as self-determination theory, which emphasizes autonomy and competence (Deci & Ryan, 2000). Together, these strategies address both social and individual factors influencing sedentary behavior, creating a comprehensive approach grounded in empirical evidence.

Conclusion

In designing an effective intervention to reduce sedentary behavior among adolescents, it is essential to establish clear, measurable goals and objectives supported by evidence-based strategies. Employing peer support and digital self-monitoring tools can significantly influence behavior change by leveraging social influence and enhancing self-efficacy. Ongoing evaluation of these strategies will be necessary to adapt and improve the intervention, ensuring it effectively addresses the targeted health behavior within the chosen population.

References

• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Centers for Disease Control and Prevention. (2011). Surveillance of certain health behaviors and conditions among states and selected local areas—behavioral risk factor surveillance system, United States, 2009. Morbidity and Mortality Weekly Report, 60(9), 1-250.
• Centers for Disease Control and Prevention. (2019). Youth risk behavior survey. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
• Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Fletcher, J., & Walker, S. (2014). Peer-led physical activity interventions for adolescents: A systematic review. Journal of School Health, 84(4), 248–259.
• Glanz, K. (n.d.). Social and Behavioral Theories. Retrieved November 1, 2012, from https://www.cancer.gov/publications/pdfs/social-behavioral.pdf
• Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Worldwide trends in insufficient physical activity: A pooled analysis of 1.9 million adolescents. The Lancet Global Health, 8(1), e123-e135.
• Patnode, C. D., Lytle, L. A., Erickson, D. J., Sirard, J. R., Barr-Anderson, D. J., & Story, M. (2011). Physical activity and sedentary activity patterns among children and adolescents: A latent class analysis approach. Journal of Physical Activity and Health, 8(4), 476-486.
• Centers for Disease Control and Prevention. (2009). Writing good goals. Evaluation Briefs No. 3a. Washington, DC: CDC.
• Centers for Disease Control and Prevention. (2009). Writing SMART objectives. Evaluation Briefs No. 3b. Washington, DC: CDC.