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OSHE 322
UNIT 2
DEVELOP AN ACTION PLAN
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Set a behavioral goal for the intervention.
Study what knowledge and information you already have
about the community and the problem to decide what
procedures to use.
Decide who will be in charge of making the behavior
change(s).
Determine how to involve those affected by the problem(s) in
the solution.
Study other models of change. What existing methods for
dealing with the behaviors have been successful in similar
communities?
Decide how you will go about explaining the intervention to
the public.
What behaviors need to be increased or
decreased to treat or prevent the problem?
 What environmental conditions, including
interpersonal relationships, are currently
supporting the undesirable behaviors or
inhibiting desirable behaviors?
 What environmental or social conditions can be
changed to decrease undesirable behaviors
and increase desirable behaviors?
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Failures
Fatality, Lost time,
Recordable Injuries
First
Aids
Near Misses and Property Damage
Cause
At-Risk Behavior
Behavior Change Process
Behavior Change Techniques
Control
Physical Factors, Knowledge
Factors, and Execution
Factors
Attitudes
Values
PROGRAM FOR HIRE!
Dupont Stop Program
 Safe Start
 BBS
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DIRECT ASSESSMENT AND EVALUATION
Baseline
Monitoring
During
Intervention
Following Up
WHAT IS A BASELINE?
To make a change in your community, one of
the first things you'll need to do is figure out
how much the different factors and trends
you're examining are happening in the first
place.
 Try to find out how prevalent any problems and
positive tendencies are, how often things
happen, the duration and intensity of most
incidents, etc.
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http://ctb.ku.edu/en/tablecontents/sub_section_main_1044.aspx
The things you keep track of in order to obtain
this sort of information are called baseline
measures. In other words, the baseline is the
standard against which you will measure all
subsequent changes implemented by your
program.
 We call them baselines because they're usually
shown as lines in graph form to easily show
changes over time.
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WHY USE BASELINE MEASURES?
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Baseline measures can tell you whether your efforts are
working.
To plan a truly effective program, you have to know how
much of an effect your efforts are having.
You need to have an idea of the level of the problem
without your efforts being a factor to know whether
you're really making a difference at all.
Recording baseline measures, which you can then
compare with whatever the numbers are after your
intervention has started, will help you figure that out.
A BASELINE CAN HELP YOU MAKE SENSE ABOUT
SOMETHING THAT MIGHT BE TOO MASSIVE AND
COMPLICATED TO UNDERSTAND OTHERWISE.
A question like - How well are our schools
working? might be overwhelming to try to
answer.
 However, keeping track of baselines, such as
standardized test scores or high school
graduation rates, can help you better
understand the bigger picture.
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BASELINE MEASURES CAN SOMETIMES TELL
YOU IF AN INTERVENTION ISN'T NECESSARY AT
ALL.
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For example, community leaders may be crying
out about an increase in gang-related activities
among youth and demanding programs to
discourage it, but a good, accurate baseline
measure of juvenile delinquency rates could
show you that there really isn't a problem at all.
BASELINE MEASURES CAN HELP YOU TELL IF
YOU'RE USING METHODS THAT AREN'T
WORKING.
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If there is no change in the behavior compared
to the baseline, you can stop wasting your time
with an ineffective method.
Example: Baseline data patterns
PAVLOV’S DOG
IVAN PETROVICH PAVLOV (1849-1936)
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Who was Ivan Pavlov?
The Russian scientist Ivan Petrovich
Pavlov was born in 1849 in Ryazan,
where his father worked as a village
priest.
In 1870 Ivan Pavlov abandoned the
religious career for which he had
been preparing, and instead went
into science.
There he had a great impact on the
field of physiology by studying the
mechanisms underlying the digestive
system in mammals.
http://www.nobelprize.org/educational/medi
cine/pavlov/readmore.html
For his original work in this field of research,
Pavlov was awarded the Nobel Prize in
Physiology or Medicine in 1904.
 By then he had turned to studying the laws on
the formation of conditioned reflexes, a topic
on which he worked until his death in 1936.
 His discoveries in this field paved the way for
an objective science of behavior.
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While Ivan Pavlov worked to
unveil the secrets of the
digestive system, he also
studied what signals triggered
related phenomena, such as
the secretion of saliva.
When a dog encounters food,
saliva starts to pour from the
salivary glands located in the
back of its oral cavity. This
saliva is needed in order to
make the food easier to
swallow.
Pavlov became interested in studying reflexes
when he saw that the dogs drooled without the
proper stimulus. Although no food was in sight,
their saliva still dribbled. It turned out that the
dogs were reacting to lab coats.
 Every time the dogs were served food, the
person who served the food was wearing a lab
coat. Therefore, the dogs reacted as if food was
on its way whenever they saw a lab coat.
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Pavlov then tried to figure out how these
phenomena were linked.
 For example, he struck a bell when the dogs
were fed.
 If the bell was sounded in close association
with their meal, the dogs learnt to associate the
sound of the bell with food.
 After a while, at the mere sound of the bell,
they responded by drooling.
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Christmas music played in store may trigger the sweet
memories and the habits of giving and sharing in a consumer's
mind and thus will persuade he or she to enter the store
Article Source: http://EzineArticles.com/2883783
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The sight of food will make you hungry. Soon
every time you go into the kitchen, you will feel
hungry too.
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Article
Source:
http://Ezi
neArticles
.com/288
3783
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Pairing a popular music together with the
products in advertisements to generate positive
feelings and liking towards the products
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Political candidates try
to appear in TV with
patriotic background
music to elicit the
patriotic feelings of the
voters Consistently
advertising a product
on exciting game shows
may result in the
product itself
generating an
excitement response.
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Guys tend to
associate themselves
with anything that the
girls like in order to
create a good
impression in their
mind and eventually
win their hearts.
BONUS PART: HOW TO DO HYPNOSIS MIND
CONTROL/PERSUADE SOMEONE WITH PAVLOV
CLASSICAL CONDITIONING THEORY?
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Step 1: Learn as much as you can (feelings and behaviors) about
your target audience and focus on the final outcome that you want
them to response.
Step 2: Associate yourself together with the positive feelings or your
audience's favorite behaviors and keep on repeating it
Step 3: Your audience will eventually associate you with something
positive in their minds and thus will like you. Once you've achieved
this, you can learn how to persuade someone easily and won't get
rejected.
Step 4: Go here to learn more on how to use Pavlov classical
condition theory to do hypnosis mind control or persuade someone.
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Article Source: http://EzineArticles.com/2883783
SKINNER'S THEORY OF OPERANT CONDITIONING
SKINNER BOX
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http://www.youtube.com/watch?v=tWtvrPTbQ_
c
BURRHUS FREDERIC SKINNER
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Perhaps the most
important of these was
Burrhus Frederic Skinner.
Although, for obvious
reasons he is more
commonly known as B.F.
Skinner.
http://www.edpsycinteractive.org/topics/soc
cog/soclrn.html
Skinner's views were
slightly less extreme
than those of Watson.
 Skinner believed that we
do have such a thing as
a mind, but that it is
simply more productive
to study observable
behavior rather than
internal mental events.
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Skinner believed that the best way to
understand behavior is to look at the causes of
an action and its consequences.
 He called this approach operant conditioning.
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Skinner's theory of operant
conditioning was based on
the work of Thorndike
(1905). Edward Thorndike
studied learning in animals
using a puzzle box to
propose the theory known as
the 'Law of Effect'.
OBSERVATIONAL OR SOCIAL LEARNING
OBSERVATIONAL OR SOCIAL LEARNING
Observational or social learning is based
primarily on the work of Albert Bandura (1977).
 He and his colleagues were able to
demonstrate through a variety of experiments
that the application of consequences was not
necessary for learning to take place.
 Rather learning could occur through the simple
processes of observing someone else's activity.
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FOUR-STEP PATTERN
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Bandura formulated his
findings in a four-step
pattern which
combines a cognitive
view and an operant
view of learning.
THE MODELING PROCESS
Not all observed behaviors are effectively
learned. Factors involving both the model and
the learner can play a role in whether social
learning is successful. Certain requirements
and steps must also be followed.
 The following steps are involved in the
observational learning and modeling process:
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ATTENTION:
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In order to learn, you need to be paying attention.
Anything that detracts your attention is going to
have a negative effect on observational learning. If
the model interesting or there is a novel aspect to
the situation, you are far more likely to dedicate
your full attention to learning.
RETENTION:
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The ability to store information
is also an important part of the
learning process. Retention can
be affected by a number of
factors, but the ability to pull up
information later and act on it
is vital to observational
learning.
REPRODUCTION:
Once you have paid
attention to the model
and retained the
information, it is time to
actually perform the
behavior you observed.
 Further practice of the
learned behavior leads
to improvement and skill
advancement.
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MOTIVATION:
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Finally, in order for observational
learning to be successful, you have to be
motivated to imitate the behavior that
has been modeled. Reinforcement and
punishment play an important role in
motivation.
While experiencing these motivators can
be highly effective, so can observing
other experience some type of
reinforcement or punishment.
For example, if you see another student
rewarded with extra credit for being to
class on time, you might start to show up
a few minutes early each day.
Bandura's work draws
from both behavioral
and cognitive views of
learning.
 He believes that mind,
behavior and the
environment all play an
important role in the
learning process.
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THE BOBO DOLL
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In a set of well known experiments, called the "Bobo doll"
studies, Bandura showed that children (ages 3 to 6) would
change their behavior by simply watching others.
Three groups of children watched a film in which a child in a
playroom behaved aggressively (e.g., hit, kick, yell) towards a
"bobo doll." The film had three different endings.
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One group of children saw the child praised for his behavior;
a second group saw the child told to go sit down in a corner and
was not allowed to play with the toys;
a third group (the control) group saw a film with the child simply
walking out of the room.
Children were then allowed into the playroom and actions of
aggression were noted. The results are shown below.
Bandura and his colleagues also demonstrated
that viewing aggression by cartoon characters
produces more aggressive behavior than
viewing live or filmed aggressive behavior by
adults.
 Additionally, they demonstrated that having
children view pro-social behavior can reduce
displays of aggressive behavior.
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PEOPLE CAN LEARN THROUGH OBSERVATION.
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Bandura identified three basic models of
observational learning:
A
live model, which involves an actual individual
demonstrating or acting out a behavior.
 A verbal instructional model, which involves
descriptions and explanations of a behavior.
 A symbolic model, which involves real or fictional
characters displaying behaviors in books, films,
television programs, or online media.
MENTAL STATES ARE IMPORTANT TO LEARNING.
Intrinsic Reinforcement
 Bandura noted that external, environmental
reinforcement was not the only factor to influence
learning and behavior.
 He described intrinsic reinforcement as a form of
internal reward, such as pride, satisfaction, and a
sense of accomplishment.
 This emphasis on internal thoughts and cognitions
helps connect learning theories to cognitive
developmental theories.
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LEARNING DOES NOT NECESSARILY LEAD TO A
CHANGE IN BEHAVIOR.
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While behaviorists believed that learning led to
a permanent change in behavior, observational
learning demonstrates that people can learn
new information without demonstrating new
behaviors.
BEHAVIORS ON TV