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Preface | |
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Acknowledgments | |
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About the Author | |
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Theory as Practice: Thinking Theoretically About Health Promotion | |
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Learning Objectives | |
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Defining Theory | |
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Commonsense Theories | |
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Scientific Theories | |
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Theorizing, Theoretical Thinking, and Theory | |
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Theory as Practice | |
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What Does Theory Do? | |
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What Does Theory Look Like? | |
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Theory Versus Practice | |
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Final Thoughts | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Why Think Theoretically About Health Promotion? | |
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Learning Objectives | |
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Rationale for Thinking Theoretically About Health Promotion | |
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Because Theoretical Thinking Infuses Ethics and Social Justice into Public Health Practice | |
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Because Theoretical Thinking Represents a Moral Duty and a Professional Responsibility | |
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Because Theoretical Thinking Guides the Profession | |
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Because Theoretical Thinking Prevents Ideological Takeover, or Hegemony | |
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Because Theoretical Thinking Guides and Prefects Practice | |
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Because Theoretical Thinking Builds Scientific Knowledge | |
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Because Theoretical Thinking Provides Roadmaps for Research | |
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Final Thoughts | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Who Is Thinking Theoretically? Current Use of Theory in Health Promotion Research and Practice | |
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Learning Objectives | |
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Three Ways to Understand the Relationship Between Theory and Practice | |
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Barriers to the Integration of Theory and Practice | |
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Application of Scientific Theories to Health Promotion Practice | |
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Use of Implicit Theories or Theories of Action in Health Promotion Practice | |
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Use of Scientific Theories in Health Promotion Research | |
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Thinking Theretically About Practitioners' and Researcher's Use of Theory | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Which Theories? An Overview of the Theoretical Landscape in Health Promotion | |
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Learning Objectives | |
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Which Theories? | |
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Most Commonly Used Theories of Health Behavior and Health Promotion | |
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Journey Through the Dominant Theories in Health Promotion | |
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Travel Gear | |
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Let the Journey Begin | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Pattern 1: Exaggerated Focus on Individual-Level Factors: Too Much of a Good Thing? | |
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Focus on Individuals | |
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Levels of Theory | |
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The Blind Spots of Intrapersonal Theories | |
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The Stories Intrapersonal Theories Tell | |
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An Alternative-Ecological Models and Systems Science Approaches to Health Promotion | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Pattern 2: Undue Emphasis on Rationality: What's Love Got to Do With It? | |
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Learning Objectives | |
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Value-Expectancy and Rational Choice Theories | |
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Dual Process Theories-Beyond Rationality | |
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An Alternative | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Pattern 3: Deliberate Privileging of Linearity: The Whole or the Sum of the Parts? | |
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Learning Objectives | |
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Linear Theories | |
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Complexity Theories | |
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Complex Adaptive Systems | |
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Linear Versus Dynamic Approaches to Human Reality | |
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Linear Versus Nonlinear Data Analyses | |
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An Alternative | |
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A Reminder and a Reality Check | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Applying Theory to Health promotion Research | |
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Learning Objectives | |
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A Word About Guidelines | |
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Applying Theory to Research-An Overview | |
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The Alternative: A-Theoretical Research | |
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QT-Applying Theory to Quantitative (or Positivistic) Research | |
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QT1-The Role of Theory in Quantitative (Positivistic) Research | |
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QT2-Choosing a Theory (or Theories) for Your Quantitative Research Project | |
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QT3-Grounding Your Research Questions and Hypotheses | |
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QT4-Applying Theory to Data Analysis in Quantitative (Positivistic) Research | |
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QT5-Applying Theory to Secondary Data Analysis in Quantitative (Positivistic) Research | |
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QL-Applying Theory to Qualitative (or Naturalistic) Research | |
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QL1-The Role of Theory in Qualitative (Naturalistic) Research | |
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QL2-Chossing a Theory (or Theories) for Your Qualitative Research Project | |
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QL3-Applying Theory to Qualitative Data Analysis and Interpretation | |
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QL4-Applying Theory to Qualitative Data Analysis or Reanalysis of Qualitative Data | |
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QL5-Generating Theory in Qualitative Research | |
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MM-Appling Theory to Mixed Methods (or Pragmatist) Research | |
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MM1-The Role of Theory in Mixed Methods Research | |
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MM2-Choosing a Theory for Your Mixed Methods Research Project | |
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MM3-Applying Theory to Mixed Methods Research | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Applying Theory to Program Planning and Evaluation | |
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Learing Objectives | |
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Theory and Practice | |
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The Role of Theory in Program Planning | |
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Applying Theory to Program Planning | |
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Applying Theory to Program Planning: The �Ideal� Strategy | |
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One �Ideal� Strategy: The Precede-Proceed Model | |
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Another �Ideal� Strategy: Intervention Mapping | |
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Applying Theory to Program Planning: The �Real World� Stragety | |
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Developing a Program's Implicit Theory | |
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The Role of Theory in Program Evaluation | |
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Applying Theory in Program Evaluation | |
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Program Evaluation as Theory Testing | |
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Program Evaluation as Assessment of Program Impact | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Bridging the Gap: Recommendations to Enhance the Use of Theory in Health Promotion Research and Practice | |
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Learning Objectives | |
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This Far | |
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Framing the Gap | |
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Strategies to Bridge the Gap | |
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Shifting the Process of Theory Building in Health Promotion | |
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Changing Health Promoters' Professional Training Regarding Theory | |
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Adapting the Processes of Knowledge Building (or Research) in Health Promotion | |
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Taking a Hard Look at Health Promotion Practice | |
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Final Thoughts | |
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Suggestions for Practicing Theoretical Thinking | |
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References | |
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Theory or Model? | |
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References | |
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How to Think Theoretically | |
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Skills Needed to Develop Theories | |
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Guidelines for Developing Theory | |
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Criteria for Assessing a Theory | |
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References | |
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Index | |