Preston M A, Baranowski T, Higginbotham J C
Department of Preventive Medicine and Community Health, The University of Texas Medical Branch, Galveston.
Int Q Community Health Educ. 1988 Jan 1;9(1):11-34. doi: 10.2190/HHFG-MK7C-HAN7-0EYW.
Recent interest in community-based health education programs has emphasized the need to promote change in social systems, as well as individual behaviors. The problem is where and when to intervene to effect these multiple levels of change. Components of community programs have tended to be implemented simultaneously at only one or two points within a community. A potentially more effective approach would consider both where differing types of people can be reached, and the appropriate time to intervene at each point, to maximize the effective diffusion of information and behavior change across the community. The present article outlines eight points of community intervention including centers, institutions, major media, minor media, special events, formal social networks, informal social networks, and created social networks. A sequencing of intervention efforts at these points is proposed which is predicated on their role in regard to the need for preparation, public awareness, notification about planned events and implementation of the program. The proposed orchestration of the points for community program implementation capitalizes on the diffusion process and on the synergistic effects of multimodal education efforts.
近期对基于社区的健康教育项目的关注强调了促进社会系统以及个人行为改变的必要性。问题在于在何处以及何时进行干预以实现这些多层次的改变。社区项目的各个组成部分往往仅在社区内的一两个点上同时实施。一种可能更有效的方法是既要考虑能够接触到不同类型人群的地点，也要考虑在每个点进行干预的合适时间，以最大限度地在整个社区有效传播信息和改变行为。本文概述了社区干预的八个要点，包括中心、机构、主要媒体、次要媒体、特殊活动、正式社交网络、非正式社交网络以及创建的社交网络。针对这些要点提出了一系列干预措施，这些措施基于它们在准备需求、公众意识、计划活动通知以及项目实施方面的作用。所提议的社区项目实施要点编排利用了传播过程以及多模式教育努力的协同效应。
