Identity and Value Development for a Healthy Lifestyle

INTRODUCTION The study and practice of health education focuses in large part on promoting healthy behaviors. This teaching technique focuses on the complements, or possibly the precursors, of behavior, values, and identity. (1) The purpose of this activity is to promote identity and value development that supports a healthy lifestyle. According to dissonance theory and self-presentation theory, identities and values that support healthy lifestyles are likely to translate into healthy behaviors. (2) Dissonance theory states that individuals will feel psychological discomfort when cognitions, such as attitudes or values, and behavior are inconsistent. The theory assumes that the "natural" state for individuals is consistency in values and behavior and individuals are motivated to maintain consistency in thought and action. (3) An individual, for example, who has fundamental emotion-laden beliefs (values) about protecting the environment is more likely to recycle (behavior) than an individual who does not have pro-environmental values. Dissonance theory's emphasis on cognition or emotion and behavior consistency lends support to the assumption that what one values influences what one does. When promoting healthy behavior, health educators should cultivate positive values and attitudes towards the desired behavior. (2) In addition to the value-behavior interdependence, self-identity and behavior are also interrelated. Self-identity or private identity refers to how an individual defines himself or herself. (4) It is easy to imagine the interdependence of self-identity and behavior; the way an individual defines herself influences what she does and what she does influences the way she defines herself. For example, an individual who exercises regularly (behavior) may come to regard herself as healthy (self-identity), whereas an individual who regards herself as unhealthy (self-identity) may not choose to exercise (behavior). (5-6) This simple example illustrates the mutual dependence of identity and behavior. When promoting healthy behaviors, health educators should promote the socially desirable aspects of the behavior, aspects that individuals would want to incorporate into their identity. (2) In summation, there is a circular relationship among values, self-identity, and behavior. An individual who regards herself as an intellectual (identity) is likely to value scholarship (value) and participate in leisure reading (behavior). (Figure 1). [FIGURE 1 OMITTED] OBJECTIVES At the conclusion of this activity, students will be able to: 1) describe the relationship between values, self-identity, and behaviors, and 2) explain how one's personal behavior reflects his or her self-identity and values. MATERIALS AND RESOURCES Each student will need a copy of the handout (appendix A) and time for personal reflection to complete the activity. TARGET POPULATION This activity was designed for high school and college students. It can be modified for younger audiences by substituting writing expression with class discussion. Because identities and values are personal, teachers should be sensitive to students' expressions. In the case of verbal discussion for elementary students, students should be briefed about sharing and respect, and rules of conduct should be explicit prior to the discussion. PROCEDURE The lesson will last about 40 minutes to one hour and should be used as an introduction to behavior change or a healthy lifestyle curriculum. Explain that the lesson requires students to think and write about themselves. Distribute the worksheet (appendix A), and then ask the students to read the directions and respond thoughtfully. Give students sufficient time to think and write personal reflections. Alternatively, ask the questions orally and ask students to write responses on their own paper. After 20-45 minutes, begin a class dialogue. …