Table 1.
Main theories underpinning the structured group education self-management approach
| Theory | Key elements |
|---|---|
| Common sense model | People tend to conceptualise a health threat/problem according to 5 domains: |
| Identity; Cause; Timeline; Consequences; Control/cure | |
| Important to elicit these beliefs as thought to influence coping and self-care behaviour | |
| Influenced by social and cultural factors | |
| Health information needs to be aimed at targeting all 5 domains. If not: | |
| Individual is likely to acquire the missing information from another source | |
| Risk of forming spurious health beliefs | |
| Could negatively impact subsequent coping behaviour | |
| Dual process theory | Systematic processing of information is encouraged |
| Individual's are encouraged to take an active role in their learning and work things out and ask questions | |
| The educator does not lecture or dictate but uses open questions to elicit information | |
| Active learning requires recipient to make more effort. However: | |
| Results in individual's making a stronger link between theoretical concepts and their personal situation | |
| Attitude change generally lasts longer when produced by systematic processing | |
| Social cognitive (learning) theory | Behavioural change is influenced by an individual's: |
| Sense of control or perceived self-efficacy | |
| Expectancies about outcomes of personal actions | |
| Social modelling of knowledge and competencies | |
| People learn from interaction with others. | |
| Helps a person to realise what they already know | |
| Cultivates new competencies | |
| Instils behavioural outcome expectations | |
| The educator supports individuals to put the elements in place and move forward | |