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Theories & Approaches
Health Belief Model (HBM)
Welcome to the Health Belief Model! In this section, you will find the following:
- Definition and Rationale for the Health Belief Model, including:
- How the Health Belief Model was Developed
- The Health Belief Model and Sexuality Education
- Research Study Summary: A Health Belief Model-Social Learning Theory Approach to Adolescents' Fertility Control: Findings from a Controlled Field Trial
- How Can I Use the Health Belief Model in my Setting?
- Challenges and Considerations in Applying the Health Belief Model, and
Definition and Rationale for the Health Belief Model
The Health Belief Model (HBM) is one of the most widely used conceptual frameworks for understanding health behavior. Developed in the early 1950s, the model has been used with great success for almost half a century to promote greater condom use, seat belt use, medical compliance, and health screening use, to name a few behaviors.The HBM is based on the understanding that a person will take a health-related action (i.e., use condoms) if that person:
- feels that a negative health condition (i.e., HIV) can be avoided,
- has a positive expectation that by taking a recommended action, he/she will avoid a negative health condition (i.e., using condoms will be effective at preventing HIV), and
- believes that he/she can successfully take a recommended health action (i.e., he/she can use condoms comfortably and with confidence).
The Health Belief Model is a framework for motivating people to take positive health actions that uses the desire to avoid a negative health consequence as the prime motivation. For example, HIV is a negative health consequence, and the desire to avoid HIV can be used to motivate sexually active people into practicing safe sex. Similarly, the perceived threat of a heart attack can be used to motivate a person with high blood pressure into exercising more often.
It's important to note that avoiding a negative health consequence is a key element of the HBM. For example, a person might increase exercise to look good and feel better. That example does not fit the model because the person is not motivated by a negative health outcome — even though the health action of getting more exercise is the same as for the person who wants to avoid a heart attack.
The HBM can be an effective framework to use when developing health education strategies. A large research study reviewed 46 studies of HBM-based prevention programs published between 1974 and 1984. The HBM-based programs focused on a variety of health actions. The results of the meta-analysis provided substantial empirical support for the efficacy of the HBM. For more information on this study, consult "The Health Belief Model and Personal Health Behavior" (Becker, 1974). (See Resources for a complete listing.)
Health Belief Model: Major Concepts
HBM is based on six key concepts. The following table, excerpted with minor modifications from "Theory at a Glance: A Guide for Health Promotion Practice" (1997), presents definitions and applications for each of the six key concepts. Examples of the concepts as they apply to sexuality education are presented after this table.
For examples of what the six key concepts look like when applied to two sexual health actions, review the following table:
Condom Use Education Example
STI Screening or HIV Testing
|1. Perceived Susceptibility||Youth believe they can get STIs or HIV or create a pregnancy.||Youth believe they may have been exposed to STIs or HIV.|
|2. Perceived Severity||Youth believe that the consequences of getting STIs or HIV or creating a pregnancy are significant enough to try to avoid.||
Youth believe the consequences of having STIs or HIV without knowledge or treatment are significant enough to try to avoid.
|3. Perceived Benefits||Youth believe that the recommended action of using condoms would protect them from getting STIs or HIV or creating a pregnancy.||
Youth believe that the recommended action of getting tested for STIs and HIV would benefit them possibly by allowing them to get early treatment or preventing them from infecting others.
|4. Perceived Barriers||
Youth identify their personal barriers to using condoms (i.e., condoms limit the feeling or they are too embarrassed to talk to their partner about it) and explore ways to eliminate or reduce these barriers (i.e., teach them to put lubricant inside the condom to increase sensation for the male and have them practice condom communication skills to decrease their embarrassment level).
Youth identify their personal barriers to getting tested (i.e., getting to the clinic or being seen at the clinic by someone they know) and explore ways to eliminate or reduce these barriers (i.e., brainstorm transportation and disguise options).
|5. Cues to Action||Youth receive reminder cues for action in the form of incentives (such as pencils with the printed message "no glove, no love") or reminder messages (such as messages in the school newsletter).||
Youth receive reminder cues for action in the form of incentives (such as a key chain that says, "Got sex? Get tested!") or reminder messages (such as posters that say, "25% of sexually active teens contract an STI. Are you one of them? Find out now").
|6. Self-Efficacy||Youth receive training in using a condom correctly.||
Youth receive guidance (such as information on where to get tested) or training (such as practice in making an appointment).