Prochaska and colleagues studied the business of behavior change for over 2 decades and developed the Transtheoretical Model of Behavior Change. Their work revealed that behavior change evolves through different stages. They feel that it is very important for those to be attempting behavior changes to understand the different stages. There must be realistic goals in place. These realistic goals may assist the individual with putting efforts forth to meet these goals and being aware of setbacks. Behavior changes do not have a steady linear progression. There may be setbacks, but it does not always mean that the person has to begin back at square one. They may have a setback, but then progress even more if they learn from that mistake and move forward. (Sullivan, 2000) For educators to reach their audiences, they must be prepared to use a variety of "processes of change," that is, "any activity that you initiate to help modify your thinking, feeling or behavior.” Using the Transtheoretical Model of Behavior Change, it is found that these processes are the most helpful:Consciousness raising,Emotional arousal, Self-reevaluation, and Commitment are used in the early stages and Active problem solving , Counter-conditioning, and Helping relationships are processes that are used in the later stages. (Sullivan, 2000) Some barriers that affect a patient’s ability to learn include: physicals ailments that prevent a patient from comprehending, denial, lack of attention, lack of effort, and lack of time. When a patient is ready to learn or ready to change, they are motivated more to go through each of these process and are able to use self monitoring, goal setting, and ultimately relapse prevention. Motivation leads to a positive outcome with any change.
Sullivan, K. T. (2000). Promoting Health Behavior Change. Retrieved December 18, 2018, from Classroom Leadership: http://www.ascd.org/publications/classroom-leaders...
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