ReCAPP: Professional Credits: Health Belief Model Quiz

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Theories and Approaches:
Health Belief Model

Continuing Education
Self-Study Quiz
for CHES and
CFLE Contact Hours

Directions:
Read each question carefully. Circle the appropriate letter for each answer on a printed version of the self-study quiz answer sheet. Circle only one answer for each question.

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Self-Study Quiz

The Health Belief Model (HBM):
1. is an important and relatively new conceptual framework for understanding health behavior.
2. is one of the most widely used conceptual frameworks for understanding human and animal health behavior.
3. was developed in the 1950s and has been used with great success for almost half a century.
4. was developed in 1905 and has been used with great success for almost a century.

The individual desire to avoid a negative health consequence:
1. is a key element of the HBM.
2. motivates the individual to take action to realize the negative health consequence.
3. is also known as the "perceived threat."
4. does not exactly "fit" with the current HBM.

The HBM is based on six key concepts which include:
1. perceived susceptibility and perceived severity.
2. perceived benefits and perceived barriers.
3. cues to action and self-efficacy.
4. all of the above.

HBM strategies to "activate readiness" refer to:
1. perceived benefits of an action.
2. perceived barriers/costs of an action.
3. cues to action.
4. self-efficacy.

"Youth believing that they can get STIs" is an example of the HBM key concept:
1. perceived susceptibility.
2. perceived severity.
3. self-efficacy.
4. none of the above.

The HBM was modified in 1988:
1. based on what was learned from the under-utilized TB screening program.
2. by the addition of the key concept of cues for action to "stimulate behavior."
3. based on learning the importance of perceived barriers and their impact on individual motivation to avoid negative health consequences.
4. in order to incorporate the concept of self-efficacy to address the challenges of changing habitual unhealthy behaviors such as smoking.

Applying the HBM to abstinence education programs:
1. is highly recommended because abstinence can allow youth to avoid the negative health consequences of unintended pregnancy, STIs, and HIV.
2. is a practical way to establish a "sex positive" approach to abstinence education.
3. is possible, but not necessarily a good fit, because youth abstain from sex for many reasons — not always to avoid a negative health outcome.
4. is not recommended because abstinence is a "non-action" as opposed to an "action" to avoid a negative health consequence.

When applying the HBM in a new setting, it is important to know that:
1. it is meant to be used alone, or as the primary theoretical basis of a health education program.
2. it is so comprehensive as a theoretical basis for health behavior that it does not generally combine well with other learning theories and behavior change models.
3. it cannot explain or predict all aspects of health behavior and can therefore be combined with compatible theories and models to create stronger health education programs.
4. it was designed to compliment the Social Learning Theory and has therefore been combined with Social Learning Theory for the development of many successful health education programs in a variety of content areas.

Leading a visualization activity where youth imagine they have a negative health condition and are dealing with its consequences is an example of how to implement what key HBM concept?
1. perceived susceptibility.
2. perceived severity.
3. perceived benefits.
4. perceived barriers.

Theory at a Glance: A Guide for Health Promotion Practice is:
1. a book published by the National Institute of Health which offers more information on the HBM.
2. a web site resource published by the American School Health Association.
3. the current HBM "bible" according to Dr. Irwin Rosenstock.
4. none of the above

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