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. Author manuscript; available in PMC: 2020 Sep 2.
Published in final edited form as: Health Promot Pract. 2016 Apr 15;17(4):557–568. doi: 10.1177/1524839916635977

Table 1.

Project SHINE Theories, Theoretical Constructs, and Essential Elements

Theory Theoretical Constructs Description of Intervention Essential Elements
Behavioral Skills
SCT Self-Monitoring • Parents and adolescents monitor their health behaviors, using a tool of their choice.
SCT Goal-setting • Parents and adolescents set specific and measurable long and short term health behavior change goals together.
• Parents and adolescents are reinforced for effort towards goals and goals achieved.
SCT Self-regulation • Parents and adolescents review goals and are provided with feedback.
• Parents and adolescents identify barriers and supports for health behavior change.
• Parents and adolescents revise behavior change contracts and make action plans to achieve goals.
Positive Parenting
SDT, FST Communication skills • Parents use communication strategies to elicit input from adolescents.
• Adolescents use communication strategies to elicit social support from parents and peers.
• Parents and adolescents use problem-solving skills to set family rules around health behaviors.
• Parents use problem-solving skills to navigate adolescent-peer relationships around health behaviors.
• Parents and adolescents self-evaluate family communication/climate changes.
SCT, SDT, FST
Social support • Parents provide adolescents with social support for changing health behaviors.
• Adolescents elicit social support for health behaviors from their parents and peers.
SDT, FST Autonomy support • Parents seek input from adolescents and negotiate rules and behavior changes together.
• Adolescents have choices and are provided with opportunities to provide input.
Peer Monitoring
FST Parental monitoring and management of peer relationships • Parents keep track of adolescent health behaviors.
• Parents manage peer relationships around health behaviors through monitoring, supporting, and guiding.
Adolescent Intrapersonal Variables
SCT Self-efficacy • Adolescents feel confident that they can change health behaviors.
• Adolescents feel confident communicating about health with their family and friends.
• Adolescents have support from family and friends for changing behaviors.
SDT Motivation • Intervention social climate fulfills adolescent autonomy, competence, and belongingness.

Note. SCT = Social Cognitive Theory; SDT = Self-Determination Theory; FST = Family Systems Theory.