Course Description
This course provides a comprehensive introduction to the major social and behavioral theories used in public health research and practice. Students examine individual, interpersonal, community, and ecological models that explain health-related behaviors and guide the development of effective health promotion and disease prevention programs. Key topics include the role of theory in understanding determinants of health behavior, selecting appropriate theories for specific populations and contexts, and applying theoretical constructs to intervention design, implementation, and evaluation.Through readings, discussions, case studies, theory critiques, and applied projects, students develop skills in critically analyzing theories, integrating multiple levels of influence (e.g., intrapersonal to policy), and using theory-driven approaches to address health disparities and promote behavior change. The course emphasizes evidence-based practice and prepares students for advanced coursework in health education, program planning, and behavioral interventions.Credit Hours: 3
Prerequisites: PUBH 3001 (Fundamentals of Public Health) or instructor permission.
Format: In-person, online, or hybrid; weekly modules with asynchronous discussions and applied activities.
Course Objectives / Learning Outcomes
Upon successful completion, students will be able to:Describe the major health behavior theories and models and their historical development in public health.
Explain the key constructs and assumptions of individual, interpersonal, and ecological theories.
Critically evaluate the strengths, limitations, and cultural applicability of health behavior theories.
Apply appropriate theories to analyze health behaviors and design theory-based interventions for specific public health issues.
Integrate multiple theories or levels of influence to address complex behavioral challenges and health inequities.
Discuss the role of theory in program planning, implementation, and evaluation processes.
Communicate theoretical concepts effectively through written assignments, presentations, and discussions.
Required ResourcesPrimary Textbook: Glanz, K., Rimer, B.K., & Viswanath, K. (Eds.). Health Behavior: Theory, Research, and Practice (latest edition, e.g., 6th). Jossey-Bass/Wiley. (Common standard for this topic.)
Additional readings: Selected journal articles, CDC/WHO reports, and case studies (provided via learning management system).
Supplemental: DiClemente, R.J. et al. Health Behavior Theory for Public Health (if preferred for applied focus) or open-access theory resources.
Weekly StructureEach week includes assigned readings (textbook chapters + 1–2 articles), multimedia (videos or theory overviews), a Weekly Discussion (initial post + 2–3 substantive peer replies), and an Assignment/Activity (reflections, critiques, or applications). Activities build progressively toward a culminating theory application project.
Week 1: Introduction to Health Behavior Theory – Why Theory Matters in Public Health
Discussion: Introduce yourself and discuss a personal or observed health behavior. Why is theory important for understanding and changing health behaviors? Respond to at least two peers.
Assignment: Syllabus quiz + short reflection (1 page): “My Experience with Health Behaviors and the Need for Theory.”
Week 2: Foundations and Ecological Approaches to Health Behavior
Discussion: Compare intrapersonal vs. ecological models of health behavior. How do multi-level influences (individual, social, environmental) affect behavior change?
Assignment: Map the Social Ecological Model to a chosen health issue (e.g., obesity or vaccine uptake) in a short diagram + explanation.Week 3: Health Belief Model (HBM)Discussion: Explain the core constructs of the Health Belief Model and critique its applicability to preventive behaviors (e.g., screening or masking). Include examples from readings.
Assignment: Apply HBM constructs to analyze a provided case study of a health behavior.
Week 4: Transtheoretical Model (Stages of Change)
Discussion: Describe the stages of change and processes in the Transtheoretical Model. How can this model guide tailored interventions for different individuals?
Assignment: Assess a hypothetical individual’s stage of change for a behavior (e.g., smoking cessation or exercise) and recommend stage-matched strategies.
Week 5: Theory of Reasoned Action / Theory of Planned Behavior (TRA/TPB)
Discussion: Differentiate TRA and TPB. Discuss how attitudes, norms, and perceived control influence intentions and behavior, with real-world examples.
Assignment: Critique TPB in relation to a current public health issue (short written analysis).
Week 6: Social Cognitive Theory (SCT)
Discussion: Explain reciprocal determinism and key SCT constructs (e.g., self-efficacy, observational learning). How does SCT apply to community or group-level interventions?
Assignment: Develop a brief intervention outline using SCT constructs for a chosen behavior.
Week 7: Midterm Synthesis and Behavioral Economics / Additional Individual Models
Discussion: Reflect on similarities/differences among individual-level theories covered so far. What gaps do they leave in explaining complex behaviors?
Assignment: Midterm exam or integrative quiz + theory comparison table.
Week 8: Interpersonal and Social Support Theories (Social Networks, Social Support)
Discussion: How do social networks and support influence health behaviors? Provide examples of positive and negative influences.
Assignment: Analyze a case study involving social influences on behavior (e.g., peer pressure or family support).
Week 9: Diffusion of Innovations and Community-Level Theories
Discussion: Describe Diffusion of Innovations theory and its application to adopting new health practices (e.g., new vaccines or apps).
Assignment: Short paper or outline applying Diffusion of Innovations to a public health innovation.
Week 10: Integrated and Multi-Level Approaches + Health Disparities
Discussion: Why is it often necessary to combine theories across levels? Discuss how theories can address health equity and cultural contexts.
Assignment: Annotated bibliography (3–4 sources) on theory application to a disparity-related behavior.
Week 11: Theory in Program Planning and Intervention Design
Discussion: Using the PRECEDE-PROCEED or Intervention Mapping framework, explain how theory informs needs assessment and strategy selection.
Assignment: Begin work on final project: Select a health behavior/issue and proposed theory/theories.
Week 12: Theory in Evaluation and Evidence-Based Practice
Discussion: How is theory used to evaluate intervention effectiveness? Share strengths and challenges of theory-driven evaluation.
Assignment: Draft section of final project: Theoretical framework and constructs for your chosen issue.Week 13: Ethics, Cultural Competence, and Critiques of Health Behavior Theories
Discussion: Explore ethical considerations and cultural limitations of dominant health behavior theories. How can theories be adapted for diverse populations?
Assignment: Theory critique reflection focusing on equity and inclusivity.
Week 14: Emerging Issues and Future Directions in Health Behavior Theory
Discussion: Discuss emerging trends (e.g., digital health, behavioral economics integration, or climate-related behaviors) and the evolving role of theory.
Assignment: Peer review draft of final projects (or preparatory activity).
Week 15: Course Synthesis and Final Project Presentations
Discussion: Synthesize key learnings. Which theory or approach resonates most with you for future public health work, and why? Respond thoughtfully to peers.
Assignment: Culminating Project – Theory Application Paper or Presentation (8–10 pages or 10–12 slides): Select a public health problem/behavior, justify chosen theory(ies), apply constructs to explain the behavior and design an intervention, discuss evaluation, and address limitations/equity. Include evidence from literature and visuals. (Major project, often 25–30% of grade.)Grading Breakdown (Example)Weekly Discussions & Participation: 25%
Weekly Assignments/Reflections/Quizzes: 35%
Midterm: 15%
Culminating Theory Application Project: 25%
Total: 100%This progressive structure starts with foundational concepts and individual theories, then expands to multi-level and applied uses, mirroring the sequence in standard textbooks like Glanz et al.
