Socio-Ecological Approaches to Behaviour Change: Theory, Design and Evaluation of Interventions - Attendance
Ph.D. -course
- ECTS credits
- 1.5
- Teaching semesters
- Autumn, Spring
- Course code
- GHIG913-A
- Number of semesters
- 1
- Resources
- Schedule
Course description
Course content
There is increasing evidence that individualised interventions to change behaviour based largely on psychological models of behaviour change are of limited effectiveness, particularly among more resistant population groups which often include deprived populations and those in greatest need of behavioural change. More effective interventions, and those with long term sustained effects, tend to be those which incorporate multiple components and are informed by a socio-ecological approach, which highlights the importance of acting not only at individual level but at social, community, organisational, environmental and policy levels. A socio-ecological approach implicitly involves a whole-system approach to understanding and changing health behaviour, complex interventions, and a search not just for what works? But what works, for whom and in what circumstances?
The main aim of this course is to provide an introduction to multilevel and systems perspectives, most notably the socio-ecological model of health, and to understand how this framework can be used to inform the design of multilevel complex interventions. There is a particular focus on the methodological tools required to develop, evaluate and implement such interventions.
Learning outcomes
On completion of the course the candidate should have the following learning outcomes defined in terms of knowledge, skills and general competence:
Knowledge
Participants will gain knowledge of:
- Limitations of monofactorial interventions
- Theory and rationale underpinning the socio-ecological model
- Evidence supporting the effectiveness of multilevel complex interventions
- An understanding of the importance of complexity, systems, context
- Transdisciplinary science
- RE-AIM evaluation framework
- MRC framework for the evaluation of complex interventions
Skills
After completion of the course, the candidate can:
- Develop a logic model for a complex intervention
- Develop an evaluation design for a complex intervention
General competence
After completion of the course, the candidate can:
- apply the principles of the socio-ecological framework to the design and evaluation of interventions
- critically appraise published research describing interventions and their evaluation
- appreciate the value of a multidisciplinary perspective on the development and evaluation of complex interventions
Study period
Credits (ECTS)
Course location
Language of instruction
Course registration and deadlines
Recommended Previous Knowledge
Compulsory Requirements
Form of assessment
The evaluation procedures of the Faculty of Psychology will be applied.
Pass or Fail.
Pass with 80 % attendance of the lectures, seminars and group work (1.5 ECTs). Candidates may also complete a paper (10-15 pages) writing up their intervention and evaluation design. The paper is to be evaluated (pass/fail) by the course coordinator or the appropriate course instructor (further 1.5 ECTs, optional).
Who may participate
Supplementary course information
Teaching Methods and Extent of Organized Teaching
Lectures, discussion groups, seminars.
Own activity:
Candidates will apply the learnings of the course as it progresses to develop an outline plan for an intervention and its evaluation, with review through discussion with the course co-ordinator and group members.
Academic responsible
Reading list
Key papers include:
Glasgow RE, Vogt TM, Boles SM. Evaluating the public health impact of health promotion interventions: the RE-AIM framework. Am J Public Health. 1999;89: 1322¿1327.
McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15, 351-377.
Craig P, Dieppe P, Macintyre S, Michie S, Nazareth I, Petticrew M. Developing and evaluating complex interventions. London: Medical Research Council, 2008.