Theory in Health Promotion Research and Practice: Thinking Outside the Box

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ISBN: 9780763757939 | 0763757934
Cover: Paperback
Copyright: 8/6/2009

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While other texts focus on the most commonly-used theories in health promotion and health education, Theory in Health Promotion Research and Practice: Thinking Outside the Box goes beyond; it guides the reader to reflect on the process of thinking theoretically and offers additional tools to facilitate the theoretical thinking process. Numerous examples of concepts, strategies, and procedures are woven throughout along with charts, diagrams, and graphs to help visualize abstract concepts and relationships. The text is also interspersed with segments containing the authorrs"s personal reflections on the complexities inherent in the practice of theory, which serve to bring the material to life in an engaging way.

Preface	p. xi
Acknowledgments	p. xvii
About the Author	p. xix
Theory as Practice: Thinking Theoretically About Health Promotion	p. 1
Learning Objectives	p. 1
Defining Theory	p. 2
Commonsense Theories	p. 3
Scientific Theories	p. 4
Theorizing, Theoretical Thinking, and Theory	p. 8
Theory as Practice	p. 9
What Does Theory Do?	p. 9
What Does Theory Look Like?	p. 10
Theory Versus Practice	p. 13
Final Thoughts	p. 18
Suggestions for Practicing Theoretical Thinking	p. 20
References	p. 20
Why Think Theoretically About Health Promotion?	p. 23
Learning Objectives	p. 23
Rationale for Thinking Theoretically About Health Promotion	p. 24
Because Theoretical Thinking Infuses Ethics and Social Justice into Public Health Practice	p. 24
Because Theoretical Thinking Represents a Moral Duty and a Professional Responsibility	p. 27
Because Theoretical Thinking Guides the Profession	p. 30
Because Theoretical Thinking Prevents Ideological Takeover, or Hegemony	p. 35
Because Theoretical Thinking Guides and Prefects Practice	p. 37
Because Theoretical Thinking Builds Scientific Knowledge	p. 40
Because Theoretical Thinking Provides Roadmaps for Research	p. 44
Final Thoughts	p. 48
Suggestions for Practicing Theoretical Thinking	p. 48
References	p. 49
Who Is Thinking Theoretically? Current Use of Theory in Health Promotion Research and Practice	p. 55
Learning Objectives	p. 55
Three Ways to Understand the Relationship Between Theory and Practice	p. 57
Barriers to the Integration of Theory and Practice	p. 63
Application of Scientific Theories to Health Promotion Practice	p. 65
Use of Implicit Theories or Theories of Action in Health Promotion Practice	p. 66
Use of Scientific Theories in Health Promotion Research	p. 68
Thinking Theretically About Practitioners' and Researcher's Use of Theory	p. 69
Suggestions for Practicing Theoretical Thinking	p. 71
References	p. 72
Which Theories? An Overview of the Theoretical Landscape in Health Promotion	p. 75
Learning Objectives	p. 75
Which Theories?	p. 76
Most Commonly Used Theories of Health Behavior and Health Promotion	p. 77
Journey Through the Dominant Theories in Health Promotion	p. 78
Travel Gear	p. 79
Let the Journey Begin	p. 87
Suggestions for Practicing Theoretical Thinking	p. 91
References	p. 91
Pattern 1: Exaggerated Focus on Individual-Level Factors: Too Much of a Good Thing?	p. 93
Focus on Individuals	p. 94
Levels of Theory	p. 94
The Blind Spots of Intrapersonal Theories	p. 98
The Stories Intrapersonal Theories Tell	p. 100
An Alternative-Ecological Models and Systems Science Approaches to Health Promotion	p. 101
Suggestions for Practicing Theoretical Thinking	p. 105
References	p. 105
Pattern 2: Undue Emphasis on Rationality: What's Love Got to Do With It?	p. 107
Learning Objectives	p. 107
Value-Expectancy and Rational Choice Theories	p. 108
Dual Process Theories-Beyond Rationality	p. 112
An Alternative	p. 115
Suggestions for Practicing Theoretical Thinking	p. 120
References	p. 120
Pattern 3: Deliberate Privileging of Linearity: The Whole or the Sum of the Parts?	p. 123
Learning Objectives	p. 123
Linear Theories	p. 124
Complexity Theories	p. 125
Complex Adaptive Systems	p. 126
Linear Versus Dynamic Approaches to Human Reality	p. 128
Linear Versus Nonlinear Data Analyses	p. 130
An Alternative	p. 132
A Reminder and a Reality Check	p. 134
Suggestions for Practicing Theoretical Thinking	p. 137
References	p. 137
Applying Theory to Health promotion Research	p. 139
Learning Objectives	p. 139
A Word About Guidelines	p. 140
Applying Theory to Research-An Overview	p. 141
The Alternative: A-Theoretical Research	p. 144
QT-Applying Theory to Quantitative (or Positivistic) Research	p. 145
QT1-The Role of Theory in Quantitative (Positivistic) Research	p. 146
QT2-Choosing a Theory (or Theories) for Your Quantitative Research Project	p. 147
QT3-Grounding Your Research Questions and Hypotheses	p. 153
QT4-Applying Theory to Data Analysis in Quantitative (Positivistic) Research	p. 157
QT5-Applying Theory to Secondary Data Analysis in Quantitative (Positivistic) Research	p. 161
QL-Applying Theory to Qualitative (or Naturalistic) Research	p. 163
QL1-The Role of Theory in Qualitative (Naturalistic) Research	p. 165
QL2-Chossing a Theory (or Theories) for Your Qualitative Research Project	p. 166
QL3-Applying Theory to Qualitative Data Analysis and Interpretation	p. 167
QL4-Applying Theory to Qualitative Data Analysis or Reanalysis of Qualitative Data	p. 170
QL5-Generating Theory in Qualitative Research	p. 171
MM-Appling Theory to Mixed Methods (or Pragmatist) Research	p. 172
MM1-The Role of Theory in Mixed Methods Research	p. 173
MM2-Choosing a Theory for Your Mixed Methods Research Project	p. 175
MM3-Applying Theory to Mixed Methods Research	p. 175
Suggestions for Practicing Theoretical Thinking	p. 177
References	p. 180
Applying Theory to Program Planning and Evaluation	p. 183
Learing Objectives	p. 183
Theory and Practice	p. 184
The Role of Theory in Program Planning	p. 185
Applying Theory to Program Planning	p. 187
Applying Theory to Program Planning: The ôIdealö Strategy	p. 188
One ôIdealö Strategy: The Precede-Proceed Model	p. 190
Another ôIdealö Strategy: Intervention Mapping	p. 191
Applying Theory to Program Planning: The ôReal Worldö Stragety	p. 193
Developing a Program's Implicit Theory	p. 194
The Role of Theory in Program Evaluation	p. 198
Applying Theory in Program Evaluation	p. 200
Program Evaluation as Theory Testing	p. 200
Program Evaluation as Assessment of Program Impact	p. 201
Suggestions for Practicing Theoretical Thinking	p. 205
References	p. 205
Bridging the Gap: Recommendations to Enhance the Use of Theory in Health Promotion Research and Practice	p. 207
Learning Objectives	p. 207
This Far	p. 208
Framing the Gap	p. 209
Strategies to Bridge the Gap	p. 212
Shifting the Process of Theory Building in Health Promotion	p. 212
Changing Health Promoters' Professional Training Regarding Theory	p. 215
Adapting the Processes of Knowledge Building (or Research) in Health Promotion	p. 216
Taking a Hard Look at Health Promotion Practice	p. 218
Final Thoughts	p. 222
Suggestions for Practicing Theoretical Thinking	p. 222
References	p. 223
Theory or Model?	p. 225
References	p. 228
How to Think Theoretically	p. 229
Skills Needed to Develop Theories	p. 230
Guidelines for Developing Theory	p. 230
Criteria for Assessing a Theory	p. 235
References	p. 236
Index	p. 239
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Theory in Health Promotion Research and Practice: Thinking Outside the Box

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