| Course | CHS 340 Health Behavior Theory |
|---|---|
| Module | Module 7 |
| Paper type | Systems integration brief |
| Length | About 486 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BS in Health Sciences |
| Updated | October 2026 |
Free sample paper for CHS 340 Module 7
Systems Integration Brief: Five Theories, One Community's Prediabetes Story
Student Name
BS in Health Sciences, Arizona State University
CHS 340: Health Behavior Theory
Instructor Name
Month Day, Year
Systems Integration Brief: Five Theories, One Community's Prediabetes Story
Systems Vignette (Illustrative)
In a west Phoenix neighborhood, about one adult in three has prediabetes. A Spanish-language lifestyle program runs at a parish and a community center, the largest local employer, a school district, offers it on paid time at two schools, and Medicare covers it for residents 65 and older. Enrollment is strong among older women and parish members but weak among younger men, night-shift workers and people under 65 without coverage.
Individual Level: Health Belief Model
Many residents feel susceptible because diabetes runs in families, but some see little benefit because they believe it is inevitable (Rosenstock, 1974). Fatalism blocks action unless something changes their beliefs about benefit.
Interpersonal Level: Social Cognitive Theory
Seeing a sister, friend or coworker succeed raises self-efficacy and changes outcome expectations; one family member's new habits reshape family meals (Bandura, 2004). This is how beliefs at the individual level start to shift.
Community Level: Diffusion of Innovations
The program spread fastest through the parish network, led by a trusted parish nurse and adapted to language and schedules (Rogers, 2003). Groups outside that network, younger men and night-shift workers, are late adopters because the program has not reached them through channels they use.
Organizational Level: Stage Theory of Organizational Change
The school district moved from awareness to adoption after screening data, but implementation covers only two schools (Glanz et al., 2015). Employer decisions about paid time remove scheduling barriers that individuals and families cannot solve alone.
Policy Level: Multiple Streams Framework
Medicare coverage reflects a window that opened at the federal level, while state coverage for younger adults waits on the politics stream (Kingdon, 2011). Coverage removes cost for some and leaves others out.
How the Levels Interact
The pattern of who enrolls makes sense only across levels. Older women in the parish benefit from every level at once: peer models, a trusted network, often employer support and Medicare coverage. Younger night-shift men face fatalism, few peer models, no network access, no paid time and no coverage. No single theory explains this gap; together they do, which is the core argument of the Social Ecological Model (McLeroy et al., 1988).
| Level | Main barrier or enabler | How it shapes other levels |
|---|---|---|
| Individual | Fatalism | Lowered by peer success at the interpersonal level |
| Interpersonal | Peer modeling | Spreads through community networks |
| Community | Parish network | Reaches some groups but not others |
| Organizational | Paid time | Removes schedule barriers for employees only |
| Policy | Coverage | Removes cost for those eligible, shaping who can enroll at all |
Implications
Interventions should be layered: messages that counter fatalism, peer champions among men, outreach through workplaces and sports leagues, employer policies for shift workers and state coverage for adults under 65. Because the program itself works, lowering new diabetes cases by more than half relative to placebo over about three years (Knowler et al., 2002), the remaining gaps are about reach, not efficacy.
References
Bandura, A. (2004). Health promotion by social cognitive means. Health Education & Behavior, 31(2), 143-164. https://doi.org/10.1177/1090198104263660
Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2015). Health behavior: Theory, research, and practice (5th ed.). Jossey-Bass.
Kingdon, J. W. (2011). Agendas, alternatives, and public policies (Updated 2nd ed.). Longman.
Knowler, W. C., Barrett-Connor, E., Fowler, S. E., Hamman, R. F., Lachin, J. M., Walker, E. A., & Nathan, D. M. (2002). Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin. New England Journal of Medicine, 346(6), 393-403. https://doi.org/10.1056/NEJMoa012512
McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), 351-377. https://doi.org/10.1177/109019818801500401
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Rosenstock, I. M. (1974). Historical origins of the health belief model. Health Education Monographs, 2(4), 328-335. https://doi.org/10.1177/109019817400200403
CHS 340 Module 7 instructions, in plain terms
The Systems Integration Brief is the Module 7 individual assignment in CHS 340, worth 50 points, and it is the culminating experience of the course. Integrate the five theories you studied most deeply, one from each level of the Social Ecological Model, to interpret the health-related behaviors described in the systems vignette. The point is integration, not five separate summaries: show how factors at one level raise or lower barriers at another. Submit it in Canvas and share it with your group, because the group's six-slide Systems Integration Presentation, worth 75 points, builds on everyone's briefs. A late brief carries a 10-point penalty, and generative AI is not permitted. Expect the integration to take longer than any single brief; plan two drafting sessions.
How the CHS 340 Module 7 example is put together
The sample opens with a short systems vignette, then gives one paragraph per ecological level, each applying one theory with a citation. An interaction table shows the main barrier or enabler at each level and how it shapes other levels. A synthesis paragraph explains the enrollment gap between two groups by tracing them through all five levels, and an implications section proposes layered interventions. Each level gets one paragraph that names the theory, its insight and a citation, so the integration rests on accurate theory. The two-group comparison is the heart of the brief, because it shows the levels working together to produce different outcomes. Citations anchor every level.
Where the marks sit in the CHS 340 Module 7 rubric
The brief is worth 50 points. Readers look for accurate use of five theories, one per level, a genuine integration that shows interactions across levels, a clear explanation of the vignette's behaviors and practical implications. Marks drop when the brief lists theories without connecting them, when a level is missing, when theories are misplaced on the wrong level and when the brief arrives late, which costs 10 points. Graders also value briefs that place each theory on the correct level of the model and that make recommendations at more than one level. A clear table or diagram of interactions often lifts a brief from summary to integration.
CHS 340 Module 7 help with common mistakes
Make a table of your five theories and the main insight each gave you before writing. Look for one barrier that a different level could remove. Compare two groups in the vignette and explain their different outcomes across levels. End with layered recommendations. Share the brief with your group early for the presentation. If integration feels hard, the desk can help you map the connections. Pick two people or groups in the vignette with different outcomes and trace each through all five levels. The differences you find are your integration. Keep the implications section short and layered, one action per level. Then cut anything that only summarizes.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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CHS 340 Module 7 questions, answered
Where can I find a free CHS 340 Module 7 sample paper?
The full Systems Integration Brief using five theories across the Social Ecological Model is on this page.
What is the CHS 340 Systems Integration Brief?
An individual brief integrating five theories, one per ecological level, to interpret a systems vignette.
What are the levels of the Social Ecological Model?
Individual, interpersonal, community, organizational and policy.
How much is the CHS 340 integration brief worth?
50 points, with a 75-point group presentation built on it.
What makes an integration brief strong?
Showing how factors at one level raise or lower barriers at other levels, not summarizing theories separately.