Naturopathy Education, Social Cognitive Theory, Precede-Proceed Model, and Lesson Plan

Interpersonal Theory – Social Cognitive Theory

There are three variables that interrelate in Social Cognitive Theory. Those variables can cause learning to happen and include (1) the individual’s personal experiences, (2) behavioral determinants, and (3) environmental factors. Positive learning can be the affect along with changed negative patterns and a new way of thinking and behaving can develop. The basic concepts of Social Cognitive Theory include: (1) observational learning, (2) self-regulatory capability, (3) reproduction, (4) self-efficacy, and (5) emotional coping. The concept of emotional coping explains how better coping mechanisms can be cultivated to address stressful environments and negative behaviors. Fostering and developing this skill can lead to compelling and powerful learning in youth and adults. Self-efficacy is the process and ability of improving on newly learned information, knowledge, and practiced behaviors. Cognitive Learning Theory has two specific branches called Social Cognitive Theory (SCT) and Cognitive Behavioral Theory (CBT) [6]. Social Cognitive Theory basic concepts include emotional coping, self-efficacy, self-regulatory capability, reproduction, and observational learning. Emotional coping is the notion that good coping mechanisms can be developed to address negative behaviors and stressful environments [6]. Developing and fostering this skill can lead to powerful and compelling learning in youth and adults. The process of self-efficacy is the ability to improve upon newly learned knowledge, information, and behavior with practice. Self-regulatory capability is the ability to control one’s behavior in challenging, difficult, stressful environments. Reproduction is a process educators can use to place individuals in a safe, learning environment where materials and information can be viewed, heard, touched, experienced, and processed to help retain knowledge, learned behaviors, and practice changes. Observational learning is the notion that individuals learn by observing as a means of attaining knowledge, information, and changing behavior. Based on the Social Cognitive Theory suggestions for influencing behavioral change would be to educate families, parents, and youth about the toxic poisons in fast foods, snacks, brand products, and pre- packaged, boxed foods from the grocery store.

According to Portugal (2017)

Social Cognitive Theory has three variables that interrelate with each other which can then cause learning to happen [4]. The individual’s personal experiences can come together with behavioral determinants and environmental factors to create positive learning, change negative patters, and develop new ways of thinking and behaving. (p. 282)

Click to enlarge

(Cognitive, affective, & biological events) (p. 282)

Some of the ways one can educate others is by creating

health and wellness interactive, intuitive lesson plans,

writing peer-reviewed articles, writing health books,

developing a database of resources, sharing educational

resources and instructional tools on websites, creating

educational technology tools, and delivering real facts,

real news, and real science to others. Below is an example

of how I use an instructional technology avatar that I

created about the toxic, poisoned food at McDonald’s.

$$ http://www.voki.com/presenter/playPresentation.php?id=cef37d99da6eac37866c2e15c46c39cf $$

Applying Social Cognitive Theory

Social Cognitive Theory constructs can be applied to health behaviors by addressing health needs of families and parents in any group and in any region or country. The instructional tools can be created in any language once the basics of the curriculum have been written. The program can be taught in person via workshops, in clinics, or can be accessed online globally. The curriculum can be taught individually or in groups as well. Individualized learning styles, culture, and environment on the target population can be addressed using adult learning theories, scaffolding instructional techniques, differentiated instructional strategies, and technology integration to meet the needs of parents and families where they are at cognitively. These methods can assist in raising parent’s and family’s awareness in an interactive, intuitive manner regarding health and wellness education [4, 7, 8, 9, 10].

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A holistic, qualitative approach can be used to address specific needs, ailments, health challenges, cultural background, and ability levels of groups and families. In addition, cognitive dissonance theory must be taken into account when developing this type of health and wellness program to address misinformation the public has been indoctrinated with over many years. The key is to address families and parents with a holistic, individualized, naturopathy perspective over a Big Pharma, prescription- driven, one-size-fits-all system emblematic of allopathic practitioners [8, 9, 10]. The goal is to self-empower, educate, change negative habits, and assist in the development of lifelong healthy habits [4]. Furthermore, the plan can address the value of whole body healing from a naturopathy medicinal perspective [2]. A compare and This example involves a group of parents. The parents have children of all ages and they tend to take family members to allopathic doctors mainly when someone is sick for vaccines, pharmaceutical drugs, antibiotics, and surgery. The goal is to educate parents and family members about (1) preventative healthcare / self-care in the home, (2) natural remedies found in nature, (3) natural nonGMO, Paleolithic diet or Paleo diet, and (4) using naturopathy doctors, providers, and services rather than allopathic and pharmaceutical services for healthcare needs [2].

contrast of allopathic versus naturopathic practices can be examined and built into the curriculum.

Social Cognitive Theory Mapping Template

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learning and sharing can assist in behavioral changes as well.

PRECEDE has four phases

Phase 1

The program’s desired result is to educate parents and families about naturopathy doctors, services, providers, and healing remedies versus allopathic and Big Pharma services. The main goals of this PRECEDE-PROCEED Implementation Model are to (1) educate and inform with specific tools, resources, curriculum, and real news / studies, (2) change health behaviors, (3) change how individuals view allopathic versus naturopathy medicine, doctors, services, and providers, (4) offer new healthcare alternatives, choices, services, and resources, and (5) help parents and families spread newly learned knowledge to others within the target population’s sphere of influence [11, 12]. Changed negative behaviors into positive health choices are expected as well as newly gained information about how to be more proactive in healthcare education for the whole family using naturopathy services rather than allopathic, corporate pharmaceuticals.

Phase 2

The following priorities for the health behavior issue include:

• The environmental and behavioral determinants impeding the actualization of the desired results are fake news, fake studies written by agenda-driven, big money agencies, false indoctrination, media brainwashing on television, magazines, radio, Internet, billboards (basically all media in Western nations), false medical information disseminated to the public via allopathic medical system and pharmaceutical companies

• The conditions that need to be addressed to achieve the desired results include: (1) an openness and wiliness on the part or families and parents to learn new healthcare information, (2) time in busy lifestyles, (3) space such as in-person and/or online assessment, curriculum modules, resources, and (4) access to service providers willing to participate and educate in the change agenda.

• The environmental factors, lifestyles, and/or behaviors that influence the conditions or issues include messaging from all Western culture systems that bombard the target population with incorrect information about healthcare, healthcare choices, and the real cause of illness and disease. In addition, busy lifestyles do not help parents and families understand (or even know the importance of) how to filter out inaccurate information they are bombarded with daily and where to seek accurate healthcare information. Finally, unhealthy behaviors regarding diet and eating habits are reinforced in Western nations and the target population does not have the full awareness about their poor choices.

Phase 3

• Predisposing circumstances affecting environmental, attitudes, and behavioral factors having influence in Phase 2 include false indoctrination within the culture about healthcare education, healthcare / self-care, and naturopathy medical services versus allopathic, corporate pharmaceutical indoctrination.

• Enabling circumstances affecting environmental, attitudes, and behavioral factors having influence in Phase 2 include easy access to toxic prescription pharmaceutical drugs, toxic over-the-counter drugs, vaccines, surgery, fast food restaurants, and unhealthy pre-made brand grocery store foods rather than choosing natural foods that can take more time to prepare. Other enabling factors include all Western media avenues that bombard families with false information daily.

• Reinforcing circumstances affecting environmental, attitudes, and behavioral factors having influence in Phase 2 include everyone in the target population’s lifestyle and sphere of influence are mostly likely indoctrinated with false information as well. All corporate big media avenues and the allopathic, pharmaceutical medical system serve as reinforcing agents disseminating false healthcare information and enabling dependency rather than fostering self-advocacy, self-efficacy, and the ability to self-educate or self-inform.

Phase 4

The policy and administrative factors influencing what can be implemented include building a coalition of naturopathy doctors, clinics, services providers, and educators. In addition, building a database of resources, tools, services, and curriculum modules must be provided to the target population. Finally, training needs to be Journal of Natural & Ayurvedic Medicine

provided to the target population on how to use and access the tools [11, 12].

PROCEED has four phases

Phase 5

• The Implementation Design Social Cognitive Theory constructs will be applied to health behaviors of the target population. The design involves “creating in-person and online workshops and instructional modules to assist parents in the development of realistic goals, decide on achievable outcomes, and tailor techniques to overcome lack of healthcare education, awareness, and barriers in accessing trustworthy news” [4]. The intervention will be conducted by addressing the healthcare needs of parents and families in a comprehensive naturopathy manner with before, during, and after medical and curriculum assessment. Phase 6
• The Process Evaluation Medical and curriculum assessment will be on-going, tracked, monitored, and reported at the beginning, during, and end of the change initiative. Data will be compiled to address gaps, changes, revisions, alterations, individualized, and personalized needs of the target population. This will be done by on-going surveys, interviews, testing, and tracking of involvement in the curriculum. Phase 7
• The Impact Evaluation The impact evaluation involves the monitoring and reporting aspects of (1) how well the target population learned the new information, (2) how much time was spent involved in the learning activities, and (3) whether the new information was actually applied in the daily choices, behaviors, and actions taken by the target population. The desired impact of this intervention on the target population will be real and evident behavioral changes in the lives of parents, families, children, and individuals in their sphere of influence by way of improved health, less illness and ability to overcome illness faster, elevated self-efficacy levels, changes made in healthcare advisors and service providers [11, 12]. The impact evaluative process will include direct observations, surveys, interviews, curriculum assessments, and before, during, and after medical assessments. All of the reporting and monitoring aspects listed can be done in a variety of ways such as in-person, telephone, email, online, and via curriculum module completion (1) testing, and (2) tracking.

Phase 8 • The Outcome Evaluation The outcome evaluative process will be the same as the impact evaluation process which includes direct observations, surveys, interviews, curriculum assessments, and before, during, and after medical assessments. All of the reporting and monitoring aspects listed can be done in a variety of ways such as in-person, telephone, email, online, and via curriculum module completion (1) testing, and (2) tracking. Both quantitative and qualitative measures will be used throughout the program to assess, measure, track, and report findings [13].

Reflection

The most beneficial aspects of this material includes the ability to learn new ways of thinking, applying theory in one’s best practices when educating others about healthcare, and interlinking theory with practical application. Practitioners, health educators, students, researchers, and community members should feel more prepared and confident choosing applicable models of evaluation as they study, practice, and apply various theoretical concepts when incorporated into their own program's evaluation needs and complexity [14]. The materials presented here can help health educators: (1) understand frameworks for building capacity, (2) understand the role of health programs and policies, (3) understand the role of evaluation and assessment, and (4) apply theory-based health practices to any community health education program or agenda [14, 15, 16]. The skills and knowledge learned can be applied in both personal and professional life using theory, strategies, and intervention models to educate self, family, friends, neighbors, community, and professional associations. In addition, one can educate others in a professional capacity by understanding positive and negative influencing factors in the lives of others. Theory can be applied in personal, individualized, meaningful ways to capture the attention of others and help raise self- advocacy and self-efficacy levels for better health conditions and better health choices [17, 18, 19, 20]. As a result of the materials presented here, one can feel confident in his or her abilities to effectively teach others how to improve health circumstances in a professional, theory-based manner. The tools presented in this paper can help health educators, practitioners, students, researchers, and community members feel more confident in having the ability to reach individuals and groups where they are at cognitively and work toward Journal of Natural & Ayurvedic Medicine

raising those abilities to higher levels of thinking, awareness, and proactive self-care / healthcare [21, 22, 23]. Important goals to consider are to: (1) learn new ways of thinking, researching, and healing, (2) teach others, and (3) pass the knowledge on within spheres of influence.

lesson plan can benefit the lifespan of any age group. A focus will be placed on why fast foods and common Western diet snacks are far from nutritional, and in fact, quite toxic. This lesson plan can be delivered via: (1) a face-to-face traditional classroom environment, (2) a synchronous online classroom environment, or (3) an asynchronous online classroom environment. As a health and wellness educator, I am always building online health curriculum with asynchronous instructional modules that anyone can access and complete globally and free of charge. Furthermore, I provide tools, resources, real news, real research, and current information to help anyone seeking help with understanding health-related topics, cures, remedies, and naturopathy services. Unhealthy food choices can be explored via interactive, intuitive, technology-based, asynchronous, differentiated instructional best practices. Furthermore, engagement and motivational techniques are included using interactive, technology and problem-based authentic learning opportunities. The lesson begins with learners viewing the following Voki avatar presentation called Ten horrifying ingredients that prove McDonald’s is not fit for consumption http://www.voki.com/presenter/playPresentation.php?i d=cef37d99da6eac37866c2e15c46c39cf Learners can view the presentation as many times as needed during the group work portion of this lesson on their computer, cell phone, or tablet. In addition, a web- link to the full article online can be provided as well as a transcript (in References section).

Lesson Plan

Fast Food and Cancer Link Fast food and a poor diet cause Cancer, Diabetes, Lupus, and many other diseases. This lesson plan will prove the undisputable links between all disease and a common Western diet [24, 25, 26]. Cancer and many diseases are also caused by other factors in the environment such as genetically modified foods (GMO’s), flu shots, child and adult vaccines, prescription drugs, and over-the-counter drugs. The categories listed have been found to be laced with heavy metals such as aluminum, mercury, ammonia, formaldehyde, Glyphosate, green monkey kidneys, human male baby foreskin, and many other well-known Cancer causing agents [27, 28, 29, 30, 31, 32, 33, 34]. For this lesson plan, fast foods and poor diet will be addressed. For the other categories mentioned, more lesson plans can be developed to target those specific areas.

The Learning Cycle

Course Name: Fast Food and Cancer Link This is a health and wellness course designed for adolescents in how disease manifests and grows in the body with an unhealthy, toxic, poisonous, Western, fast food diet. This lesson plan can be used to instruct adults of all ages as well. The instructional practices in this

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characteristics of each ingredient they listed. They will list those details in the sections under each “Main Idea” category. If this lesson is done online and independently, learners can fill-out the graphic organizer independently. Learners will add their findings in the “So What? (What’s important to understand about this?) section of the graphic organizer.

In their assigned groups or independently depending on how the lesson is delivered, learners will choose one ingredient they listed in the Graphic Organizer #1: Key Topic and do further in-depth research on the Internet on that ingredient and how it damages the human body. Learners will create a presentation using the Graphic Organizer #2: Circles (see Appendix B). Learners should be as comprehensive as possible and a deeper Internet research should be done at this point to identify the harmful affects of their chosen ingredient on the body. The instructor should make sure each group chooses a different ingredient so that duplication does not occur and the class as a whole group will benefit from a multitude of information shared with the whole class later. Learners are required to add URL links and research sites where they found helpful information so that others can find those sources as well.

Instructor can advise learners on where to find accurate information during their search and instructor can provide links embedded in the online curriculum.

(1) Learners will create a Prezi, Power Point, Animoto, Youtube, PowToons, Voki (or other) presentation (in groups or independently) using pictures and research they compiled and present it to the class. They can add voice-over to the presentation or they can verbally present designed for learners to report what they learned in the Explore stage. (2) Create new vocabulary and a way to present it; write questions to Explain assess learners’ understanding of the concepts. Teacher input, in a face-to-face manner. Examples listed in Appendix D. (2) Learners will take 3 pre-assessments online (5 questions each). The pre-assessments will not show learners the answers until after they have taken the same post-assessments in the Evaluate section so they can view their pre- and post- scores as well as the correct answers. Curing & Preventing Cancer The Candida Fungus Lesson #1 of 3 https://www.surveymonkey.com/r/LKSKYJN Curing & Preventing Cancer Backing Soda Protocol Lesson #2 of 3 formalize, concept and https://www.surveymonkey.com/r/LK892SM Curing & Preventing Cancer Hydrogen Peroxide Protocol Lesson #3 of 3 An activity designed in a way to provide new information adding to the study, and identify a problem or issue https://www.surveymonkey.com/r/VCNVXT2 Learners will choose a partner to research 2 or 3 sources listed in the Appendix C Handout (more or all if they choose). Learners will fill-out another Graphic Organizer #1: Key Topic (Appendix A) with the new learned. Deepen understanding-Apply to similar contexts.

information they have learned.

As an extension to the last section, learners will continue their research using the resources in the handout and investigate the connections between poor diet and Cancer (Candida), Diabetes, Celiac’s, Lupus, Alzheimer’s, Parkinson's, and other health challenges common in Western nations. Learners will present and share with the class (in a verbal, whole-class round-table) the information they learned and provide examples from the resources they engaged with.

(1) Learners will re-take the 3 pre-assessments online (5 questions each).

This will show them their own improved knowledge from the post-

new knowledge. Pre- and post-assessment scores will be given to learners at this time so they can compare and contrast the new knowledge gained with their lack of knowledge before this lesson.

Curing & Preventing Cancer The Candida Fungus Lesson #1 of 3

https://www.surveymonkey.com/r/LKSKYJN Curing & Preventing Cancer Backing Soda Protocol Lesson #2 of 3 https://www.surveymonkey.com/r/LK892SM Curing & Preventing Cancer Hydrogen Peroxide Protocol Lesson #3 of 3 https://www.surveymonkey.com/r/VCNVXT2 (2) Learners can publish and share their presentations online and throughout social media platforms so others can find their helpful research in the future. Instructor can add and embed these presentation and share their presentations globally. In this way, instructor has taught learners how to share, teach, and spread their knowledge globally and within their sphere of influence (Appendix D). (3) Learners can go back to their pinterest.com page and add new pictures and information on the page they created in the first section of this lesson (Engage). The new information they add should incorporate the new knowledge they have learned to help others learn from their experiences in this class. Learn, share, teach, and influence others!