Session 13 : Thinking about models

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Session 13 Thinking about models
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Session 13 Learning outcomes

• By the end of the session you should be able to
• Understand the various ways the term model is
  used and to understand their uses in
  conceptualising the world
• Critique the strengths and weaknesses of a model
  you are familiar with
• Identify some of the common models of health
  promotion

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Session 13 Tasks

• On your own or in a small group identify the
  various ways that the terms model is used.
• What consistencies and inconsistencies can you
  see in the use of the term model?

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An abstract representation e.g. HBM
A physical representation e.g. toy scaled down
version
A noun e.g. in an advert, photo shoot, catwalk
model
A type e.g. model of car
As a verb to model an action or to model out of
clay
A desireable nature/behaviour e.g. a model
student, role model
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consistencies and inconsistencies

• Consistencies
• Make smaller
• Make simpler
• Capture the essence

• Physical and abstract
• Real and metaphorical

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Worksheet Reflecting on Models

• Think of an ? abstract model you are familiar
  with. These could be from any aspect of your
  experience either professionally or academically.
  
• Try to work out how the model relates to reality
  and whether there are any benefits or problems
  with this
• What aspect of reality does the model model?
• What function does the model serve?
• What are the pros and cons of this model?

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Session 13 Processing

• Pros

• Cons

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Session 13 Task

• When you have done this share your thoughts in a
  small group.
• Between you, try to notice any common features,
  especially in the pros and cons column.
• Also, talk about how you think these models
  relate to theory.

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Models of health promotion

• Discuss in your group
• what you think a good model of health promotion
  should do
• what should it account for
• what function(s) should it have.

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Models of health promotion Handout

• We shall be talking at length about the different
  models of health promotion that have been brought
  out. The most influential and well known of these
  models or taxonomies have been

• Tannahill (1985)
• Beattie (1980)
• Tones (1981)
•  Ewles and Simnet (1985)

• French and Adams (1986)
• French 1990
• Caplan Holland (1990)
• (? Caplan, 1993)

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Session 13 Follow up reading

• Chapter 5 of Naidoo and Wills (2000) Health
  Promotion Foundations for Practice (2nd
  edition)
• Follow up the reference (or look in the module
  resource file) for at least one of the models of
  health promotion listed. Its important to look at
  the original papers as well as commentaries.

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Preparation for Mapping Seminars

• For session 16, prepare a short presentation (10
  mins) about one of the models of health promotion
  we have come across.
• The presentation will be informal but you can use
  AV/IT if you want.
• Diagrams of each of the main models will be
  available to use in your presentation.

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Preparatory work

• This exercise is on the handout Models of health
  promotion
• Go to www.hcc.uce.ac.uk/students then click on
  Online Module Finder
• Then enter hd_resources.
• Find the handout in the conceptualising folder.

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• Who was the author and what was their background
• What was going on at the time it was written
• What is the main point emphasized by the model

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• What is the main contribution of the model, what
  does it achieve
• What are the weaknesses of the model
• Does the author make any reference to any other
  model or make any comparisons
• Overall, is it a good enough model of health
  promotion

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Preparation for next session (14)

• read the handout Delivering the Goods, Showing
  our Stuff The Case for a Constructivist
  Paradigm for Health Promotion Research and
  Practice by Ron Labonte and Ann Robertson.