Effective Health Risk Messages: A Step-by-Step Guide

Witte, Kim; Meyer, Gary W.; Martell, Dennis

doi:10.4135/9781452233239

Cited by 244 publications

(92 citation statements)

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“…The health information (message) was based on the analyzed apoE genotype and was provided using the Extended Parallel Process Model (EPPM) [20]. The specific risk communicated to the participants in the study was CVD, and the effect of apoE genotype on CVD risk was emphasized for each participant in the intervention groups.…”

Section: Methodsmentioning

confidence: 99%

“…The information for the Ɛ4- group emphasized the interaction between environmental factors and genotype and highlighted the significance of the individual's own lifestyle. All tailored health information comprised four different parts: response efficacy, self-efficacy, susceptibility, and severity [20]. The control group received general information about the study together with general health information on lifestyle and CVD risk based on health and nutrition recommendations and studies from the National Institute for Health and Welfare in Finland.…”

Section: Methodsmentioning

confidence: 99%

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An Intervention Study of Individual, apoE Genotype-Based Dietary and Physical-Activity Advice: Impact on Health Behavior

et al. 2014

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Aim: To assess the behavioral effects of receiving personal genetic information, using apoE genotypes as a tool for promoting lifestyle changes. apoE was chosen because it has a significant impact on lipid metabolism and cholesterol absorption, both factors in cardiovascular disease. Methods: This study was a 1-year intervention study of healthy adults aged 20-67 years (n = 107). Their behavioral changes were measured by diet (e.g., fat quality, as well as consumption of vegetables, berries, fruits, and fatty and sugary foods), alcohol consumption, and exercise. Health and taste attitudes were assessed with the Health and Taste Attitude Scales (HTAS). The measurements were performed 4 times: at baseline (T0), as well as 10 weeks (T1), 6 months (T2), and 12 months after baseline (T3). These behavioral effects were assessed for three groups: a high-risk (Ɛ4+; n = 16), a low-risk (Ɛ4-; n = 35), and a control group (n = 56). Results: Personal genetic information affected health behavior. Dietary fat quality improved more in the Ɛ4+ group than in the Ɛ4- and control groups after personal, genotype-based health advice. This change differed significantly between the Ɛ4+ and the control group (p < 0.05), but only for a short time. Conclusion: Personal genetic information, based on apoE, may affect dietary fat quality. More research is required to determine how to utilize genotype-based health information and how to efficiently achieve long-term changes in the prevention of lifestyle-related diseases.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An Intervention Study of Individual, apoE Genotype-Based Dietary and Physical-Activity Advice: Impact on Health Behavior

et al. 2014

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“…Qualitative data analysis is established on quality as the name implies, and not on the numbers or quantities (Witte, Meyer & Martell, 2001). The researchers got the data from the participants through tape-recording.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches

Gyasi¹,

Okrah²,

Anku³

2020

WJE

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Parents and many other stakeholders usually complain about equity and inclusivity of students with special educational needs (SEN) in the mainstream schools. The purpose of the study was to find out the level of teachers’ knowledge of special educational needs and disability students and their classroom management procedures and strategies. The study adopted qualitative paradigm and a descriptive approach to gather data and were thematically analysed. The findings showed that teachers’ knowledge of special educational needs and disability students was very limited. It revealed teachers’ lack of in-depth knowledge of inclusivity, enacted and operational policies and their application, and the classroom management procedures and management of students with special educational needs. It is recommended that teachers be examined appropriately and certified before allowing them to teach in schools. Teachers who are already teaching should be updated with the current trend of educational issues including inclusivity, equity and gender sensitivity.

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“…These rules are technically called heuristics, and their purpose is to make complex mental tasks as simple as possible. Systemic biases that could justify the misconceptions about risk include overconfidence, desire for safety, and the conviction that something will never happen to me/us (Witte, Meyer, and Martell, 2001). A common misconception is the idea that, when an unfortunate event or accident occurs, it is less likely to occur for a long time afterward.…”

Section: Psychosocial Stress and Risk Assessmentmentioning

confidence: 99%

“…A common misconception is the idea that, when an unfortunate event or accident occurs, it is less likely to occur for a long time afterward. People are prone to assessing risk in a multifaceted but subjective way, which is why it is important to communicate about risk -to exchange risk information interactively among risk assessors, persons in charge, the media, stakeholders, and the broader public (Witte, Meyer, and Martell, 2001).…”

Section: Psychosocial Stress and Risk Assessmentmentioning

confidence: 99%

Psychosocial stress and risk assessment during the COVID-19 pandemic: Some preliminary thoughts

Čabarkapa

Safiye

Gutić

2022

IJPS

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Human life and activities are associated with risk, as risk is inherent in all forms of human existence and action. Risk is regarded as a phenomenological variable considering how people perceive it, especially during a crisis they experience. This paper discusses the characteristics of human behavior in a crisis, with an emphasis on hazard perception and risk assessment, for the purpose of understanding people’s decisions and adaptation before, during, and after a crisis. The discussion focuses on the ongoing COVID-19 global pandemic.

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Effective Health Risk Messages: A Step-by-Step Guide

Cited by 244 publications

References 0 publications

An Intervention Study of Individual, apoE Genotype-Based Dietary and Physical-Activity Advice: Impact on Health Behavior

An Intervention Study of Individual, apoE Genotype-Based Dietary and Physical-Activity Advice: Impact on Health Behavior

Teachers’ Knowledge of Special Educational Needs and Disability Students and Their Classroom Management Approaches

Psychosocial stress and risk assessment during the COVID-19 pandemic: Some preliminary thoughts

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