Wow - these brought back college research courses rather quickly. Honestly, I still find it a little difficult relating the content of everything to my specific program, but it's just a conversion I have to consciously do in my mind as I read.
I could relate the teens in general to the overview of the Ecological Perspective - you start with the teens, and work your way up the diagram and I think a lot of that influences their behavior and decisions. I also think the Theory of Planned Behavior can be attributed to them as well. Teens are quite influenced by their own attitudes and perceptions, as well as the norms of their friends and society. I think a lot of this theory can be used to explain attendance numbers, for library programs at least, because let's be honest - a lot of these kids don't think the library is cool. WE think the library is cool (because it really is), but to some it's not a cool place to go to programs and stuff like that. It's a cool place to grab a book. For free.
I think for December I'm looking forward to hopefully walking away with everyone else's ideas and perceptions on how these theories and models can be used in our programming efforts. I like being able to talk about real-life applications (which, by the way, the examples in the readings were quite useful; the woman getting a mammogram, the guy and his lunch in the cafeteria). Real world scenarios explain things best!
Thanks for sharing your initial reactions Colleen! I think that all of us can relate to the struggle of applying these theories to our programs, particularly the "first time around." Your example of how the perception of their peers' attitudes toward the library impact teens' attendance at library events is spot-on. I look forward to exploring how we could use the Theory of Planned Behavior to increase the attendance in your summer reading program!
If we do not test the theories that we have in mind, then what are we actually doing? I feel like people have no idea just how important theories are. If you have a theory about something, then that is fine, what is not, is not doing something about it. If you try to do something about it, then make sure to learn about it. I hope that we can start to make this a priority of ours moving forward.
The theories of behavior change are important to our bullying program because the theories are asking the what, how, and why of the issue. Being able to answer even some of the questions, can help create a curriculum for the program.
The levels of influence obviously play a huge role in our problem we are tackling. Kids are highly influenced by everything around them: friends, media, and social norms. I agree with Colleen that the examples in the readings made it easier to relate to.
Just a side note, I thought the health belief model was easier to understand with the sheet you gave us last year versus reading it in the article.
Please feel free to use this space to discuss your work in PPI. Facilitators will be checking in to respond, but all learners are invited to support each other.