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{{Use mdy dates|date=September 2015}}
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The '''
In this framework, health behavior is regarded as being influenced by both individual and environmental factors, and hence has two distinct parts. First is an "educational diagnosis" – ''PRECEDE'', an acronym for Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis and Evaluation. Second is an "ecological diagnosis" – ''PROCEED'', for Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.<ref name="Green05" /><ref name="Gielen08" /><ref name="Glanz05" /> The model is multidimensional and is founded in the social/behavioral sciences, epidemiology, administration, and education. The systematic use of the framework in a series of clinical and field trials confirmed the utility and predictive validity of the model as a planning tool (e.g. Green, Levine, & Deeds).<ref name="Green75">Green, L.W., Levine, D.M. and Deeds, S.G. (1975). Clinical trials of health education for hypertensive outpatients: design and baseline data. ''Preventive Medicine'' 4(4): 417–25</ref>
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== Brief history and purpose of the model ==
The PRECEDE framework was first developed and introduced in the 1970s by Green and colleagues.<ref name="Green74" /><ref name="Green05" /><ref name="Gielen08" /><ref name="Glanz05" /><ref name="Green80">Green, L.W., Kreuter, M.W., Deeds, S.G., Partridge, K.B. (1980). ''Health Education Planning: A Diagnostic Approach''. Mountain View, California: Mayfield</ref> PRECEDE is based on the premise that, just as a medical diagnosis precedes a treatment plan, an educational diagnosis of the problem is very essential before developing and implementing the intervention plan.<ref name="Gielen08" /><ref name="Glanz05" /><ref name="Green80" /> Predisposing factors include knowledge, attitudes, beliefs, personal preferences, existing skills, and self-efficacy towards the desired behavior change. Reinforcing factors include factors that reward or reinforce the desired behavior change, including social support, economic rewards, and changing social norms. Enabling factors are skills or physical factors such as availability and accessibility of resources, or services that facilitate achievement of motivation to change behavior.<ref name="Green74" /><ref name="Glanz05" /><ref name="Green80" /><ref name="Ransdell01">Ransdell, L.B. (2001). Using the
In the early 1990s the National Center for Chronic Disease Prevention and Health Promotion at the [[Centers for Disease Control and Prevention]] (CDC, US Department of Health and Human Services) gave additional national prominence to the PRECEDE model. Dr. Marshall Kreuter, Director of the Division of Chronic Disease Control and Community Intervention and his staff adapted and incorporated PRECEDE within a model planning process offered with federal technical assistance to state and local health departments for work with their coalitions to plan and evaluate health promotion programs. The CDC model was called ''PATCH'', for Planned Approach to Community Health. The relevance of this initiative to the application of PRECEDE, and the inspiration for some of the extensions of the (PATCH) model to incorporate PROCEED dimensions was detailed in a special issue of the Journal of Health Education in 1992.<ref name="GreenKr92">Green, L.W., Kreuter, M.W. (1992). CDC's Planned Approach to Community Health as an application of PRECEDE and an inspiration for PROCEED. Journal of Health Education 23(3): 140–147</ref>
In 1991, "PROCEED" was added to the framework in consideration of the growing recognition of the expansion of health education to encompass policy, regulatory and related ecological/environmental factors in determining health and health behaviors.<ref name="Green05" /><ref name="Gielen08" /><ref name="Glanz05" /><ref name="Green91">Green, L., Kreuter, M. (1991). ''Health promotion planning: An educational and environmental approach''. 2nd edition. Mountain View, CA: Mayfield Publishing Company</ref> As health-related behaviors such as smoking and alcohol abuse increased or became more resistant to change, so did the recognition that these behaviors are influenced by factors such as the media, politics, and businesses, which are outside the direct control of the individuals. Hence more "ecological" methods were needed to identify and influence these environmental and [[social determinants of health]] behaviors. With the emergence and rapid growth in the field of genetics, the
== Description of the model ==
The
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== Conclusion==
The
==Bibliography==
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* Green L, Kreuter M. (1999). ''Health promotion planning: An educational and ecological approach''. 3rd edition. Mountain View, CA: Mayfield Publishing Company
::* The third edition strengthened the ecological approach reflected in the social-
* Green L, Kreuter M. (2005). ''Health program planning: An educational and ecological approach''. 4th edition. New York, NY: McGrawhill.
::* A 2002/2003 IOM report on the Future of the Public's Health in the 21st Century <ref>IOM. (2002). ''The future of the public's health in the 21st century''. Washington DC: National Academies Press</ref> urged more expanded application and teaching of ecological and participatory approaches in public health, which are the two cornerstones of the "educational and ecological approach" of
::* With recent advances in the genetic field and the increasing attention public health is giving to genetic factors, another significant addition was the inclusion of a specific place for genetic factors, alongside the environmental and behavioral determinants of health.
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== External links ==
*
* [http://ctb.ku.edu/en/tablecontents/section_1008.aspx
*
{{DEFAULTSORT:PRECEDE-PROCEED}}
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