Sketch A Solution Brainstorm Maternal

Sketch A Solution Brainstorm Maternal

Sketch A Solution Brainstorm Maternal

Please remember that when submitting assignments either submit them as a Word doc or if it is an image in PDF, Jpg, Jpeg. My system does not support HEIC or otherwise. I want to be sure to be able to open your hard work. This assignment requires that you read the case study, then develop solutions for the character(s) in the case study. Click here> Maternal Health Physical Activity Case Study.docx Why is this part called a brainstorm? You are being asked to come up with many ideas rapidly so you do not get too caught up in details - just get ideas flowing and receive a completion grade for your, loosely based, theoretical ideas. Connect it to the content of the class! The sketch a solution assignment must contain linkages to the theory or model studied in the class so far. It is up to you to decide how to connect the theory or model to your Crazy 8s ideas and the sketches. We are focusing on the social levels of influence for this topic. You can still have individual behavior ideas but the main point you want to explore is how social contexts can influence the case study behavior. Come up with one idea for each model or theory below:

  • Social-ecological model
  • Social cognitive theory
  • Social capital theory

Have fun with this, make meaningful connections between the course and your understanding of using theory to develop solutions. The physical work: Difficulty level: medium Grade: 20 points (as long as you complete and follow directions, you will earn the points) Self-Timed: 8 minutes (use your phone, computer, or other timer and set for 8 minutes -no more, no less)

Paper For Above instruction

This assignment challenges students to engage in rapid idea generation to develop social influence strategies aimed at improving maternal health through physical activity. The core task involves creating eight distinct ideas within an eight-minute window, each linked to a specific social or behavioral theory. The activity emphasizes the importance of understanding how social contexts can influence individual health behaviors, particularly in maternal populations, thus integrating social-ecological, social cognitive, and social capital theories into practical solutions.

In this context, the social-ecological model underscores the impact of multiple levels of influence—individual, interpersonal, community, organizational, and policy—on maternal health behaviors. For example, encouraging family support or modifying community environments can facilitate physical activity among pregnant women. The social cognitive theory highlights the role of self-efficacy, observational learning, and reinforcement. For instance, establishing peer-led exercise groups or providing role models through social media can enhance motivation and confidence. Social capital theory emphasizes the importance of social networks and trust in facilitating health-promoting behaviors. Strategies such as building community support groups or leveraging workplace social networks can foster an environment conducive to physical activity.

The exercise involves a rapid brainstorming method, often called "Crazy 8s," where participants sketch or list ideas quickly, dedicating about a minute to each. This fosters creativity and helps overcome initial fixation on a single solution, encouraging a broader exploration of potential interventions. The focus on social influence levels aligns with a comprehensive approach to maternal health, recognizing that individual behaviors are embedded within larger social systems.

Overall, the activity aims to cultivate innovative, theory-informed solutions that harness social dynamics to promote physical activity among mothers, ultimately improving health outcomes. It reinforces the importance of integrating theoretical frameworks into practical, community-based strategies for health promotion.

References

  • Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
  • Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
  • Kawachi, I., & Berkman, L. (2000). Social cohesion, social capital, and health. Social Science & Medicine, 51(6), 1001-1017.
  • McLeroy, K.R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), 351-377.
  • Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster.
  • Sallis, J. F., Owen, N., & Fisher, E. B. (2015). Ecological Models of Health Behavior. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health Behavior: Theory, Research, and Practice. Jossey-Bass.
  • Bandura, A. (1997). Self-efficacy: The Exercise of Control. W. H. Freeman.
  • Lindstrom, M. (2008). Social capital and health promoting physical activity. Social Science & Medicine, 66(6), 1374-1382.
  • World Health Organization. (2016). Recommendations on antenatal care for a positive pregnancy experience. WHO Press.

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