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Health Promotion Practice
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Theoretical Domains: A Heuristic for Teaching Behavioral Theory in HIV/STD Prevention Courses

M. Margaret Dolcini, PhD

Department of Medicine, at the Center for AIDS Prevention Studies and the Center for Health and Community at the University of California San Francisco., pdolcini{at}psg.ucsf.edu

Lisa Canin, PhD

San Anselmo, California.

Alice Gandelman, MPH

California STD/HIV Prevention Training Center and Community and Behavioral Intervention-Training Section with the California Department of Health Services STD Control Branch, Berkeley.

Heidi Skolnik, PhD

SRI International in Menlo Park, California.

The HIV/STD epidemics have broadened the need for better behavioral intervention programs and highlighted the importance of providing training in behavioral theory to frontline program practitioners. However, there is a lack of effective methods for teaching theoretical concepts to people who may not have a background in behavioral science. This article presents a solution to this challenge by introducing a new heuristic for teaching theory and for placing individual theories/models in a broader context. Using a broad framework, we identify five domains that influence behavior: risk appraisal, self-perceptions, emotions and arousal, relationships and social influence, and environmental and structural factors. Each domain is described, and a brief overview of supporting literature is provided. Following the presentation of domains, we discuss course structure and activities.

Key Words: behavioral theory • health education • HIV/STD prevention

Health Promotion Practice, Vol. 5, No. 4, 404-417 (2004)
DOI: 10.1177/1524839903257997
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