HLTH 6403 Module 2 Theory Application to a Population Health Behavior Example

Reviewed by Cornelius Ravenhill, MBA · American College of Education · Updated

This HLTH 6403 Module 2 example applies the prototype willingness model to the first dip or pouch a young man takes in a composite ranching and oil county, prepared in APA 7. The paper serves American College of Education HLTH 6403, Theories and Principles of Behavior Change in Health Education, the HLTH6403 course in ACE's Ed.S. in Public Health Education. A county survey of 612 students and four focus groups show that 68% of those who tried a product first did so when offered, and that 26% of never-users would accept an offer while only 9% intend to try. Prototypes of the hard-working man who dips and the clean-cut athlete with a pouch explain that gap, and Todd's meta-analysis of 81 studies and Gibbons's early work test the fit.

CourseHLTH 6403 Theories and Principles of Behavior Change in Health Education
ModuleModule 2
Paper typeTheory application
Length1,290 words, about 5 pages plus title and reference pages
FormatAPA 7 student paper
SchoolAmerican College of Education
ProgramEd.S. in Public Health Education
UpdatedSeptember 2026

Free sample paper for HLTH 6403 Module 2

1

Willing Before Intending: Applying the Prototype Willingness Model to a Young Man's First Dip or Nicotine Pouch in Plains Ranch and Oil Country

Student Name

American College of Education

HLTH6403: Theories and Principles of Behavior Change in Health Education

Module 2 Assignment

Instructor Name

January 19, 2026

What this page is doingThe title states the model's central claim, that willingness can come before intention, and names the behavior and population, so the grader sees an application rather than a description.
2

Introduction

Module 1 set five theories against dip and pouch use by 16- to 24-year-old men in a composite Plains county where ranching, grain hauling and oilfield work dominate. It concluded that the prototype willingness model best explains first use, because much first use in this population is unplanned. This paper applies the model in detail. It describes the model's two pathways, works through each construct using local data and published evidence, assesses how well the model fits and considers what it implies for health education. Local data come from the county's 2025 youth risk survey, completed by 612 students in grades 9 through 12, and from four focus groups the health department held with 29 young men: two with high school athletes and two with men aged 18 to 24 working in agriculture and the oilfield.

3

The Model in Brief

The prototype willingness model proposes that adolescent and young adult health risk behavior follows two paths (Gerrard et al., 2008). The reasoned path runs from attitudes and subjective norms to intention and then to behavior, much as in the theory of planned behavior. The social reaction path runs through willingness, a person's openness to the behavior in a situation that makes it easy, and willingness is shaped by prototypes, the images a person holds of the typical individual who engages in the behavior. The more favorable the prototype and the more similar a person feels to it, the greater the willingness. In early work, Gibbons et al. (1998) showed that willingness and intention were related but distinct and that each predicted adolescent smoking independently, supporting the model's claim that much adolescent risk behavior is not planned.

What this page is doingA short, accurate summary of the model, with its founding evidence, comes before any application, so the reader can check each later construct against it.
4

The Behavior in the County

Nationally, 7.5% of high school boys reported current smokeless tobacco use in 2019, compared with 1.8% of girls (Farrelly et al., 2021), and pouch use among students has risen since (Travis et al., 2026). The county's survey shows higher use: 14% of boys in grades 11 and 12 reported using moist snuff or nicotine pouches in the past 30 days, and 31% of boys said they had tried one or the other. Among those who had tried, 68% said the first time was when someone offered it, most often a teammate, an older brother or a coworker, and only 11% said they had planned to try it beforehand. These figures already favor the social reaction path.

5

Prototypes

Focus group participants described the typical young man who dips in strikingly consistent terms: hard-working, outdoorsy, tough, a little rebellious and respected by older men. The typical pouch user was described differently: younger, more likely to be an athlete or a student, clean-cut and modern, someone who wanted the nicotine without the mess. Both images were broadly favorable. Few participants described the typical user as unhealthy, addicted or unattractive, although several mentioned stained teeth and bad breath as drawbacks of snuff. When asked how similar they were to these images, most athletes identified with the pouch user and most working men with the snuff user. The favorability and similarity of these prototypes, rather than any calculation of risk, seem to be what makes an offer hard to refuse.

6

Willingness

The county survey included two willingness items adapted from the model's standard format: if a friend or coworker offered you a pouch or a dip at a party or on a job site, how willing would you be to take it? Among boys who had never used either product, 26% reported some willingness, compared with only 9% who said they intended to try one in the next year. That gap between willingness and intention is the model's signature. Focus group participants described the situations that raise willingness: long drives to away games, hunting trips, harvest and calving seasons, long shifts on a rig where smoking is banned, and any setting where older men they respect are using. In those settings, several said, refusing would have felt more awkward than accepting.

7

The Reasoned Path

The reasoned path matters too, especially for continued use. Attitudes toward pouches were positive among users: they described staying alert, calming down before a game and avoiding the smell of cigarettes. Subjective norms were mixed. Teammates and coworkers were seen as approving, parents as disapproving of snuff but uncertain about pouches and coaches as officially opposed but rarely enforcing. Among regular users, most said they now planned their use, keeping a tin in the truck and buying on a schedule, which suggests that after first use the behavior shifts toward the reasoned path. This matches the model's prediction that willingness is most important early and intention becomes more important with experience.

8

Risk Images and Perceived Harm

The model predicts that willingness is lower when people perceive a behavior as risky, especially when risks are concrete and relevant to their image of themselves. In the county, perceived risk was low and abstract. Mouth cancer was mentioned, but as something that happens to old men after decades of use, and pouches were widely believed to be safe because they contain no tobacco leaf. This pattern echoes the finding among rural high school baseball players that smokeless tobacco was rated as less harmful than cigarettes and as carrying real benefits (Chaffee & Cheng, 2018). The risks that did register in the focus groups were social and cosmetic: stained teeth, bad breath, a girlfriend's disapproval and trouble with a coach.

9

How Well Does the Model Fit?

The model fits this behavior well in three respects. It explains why most first use is unplanned, why intention measures understate risk and why the image of the user matters so much. The broader evidence supports using it with this age group: a meta-analysis of 81 studies found that the model explained 20.5% of the variance in behavior, that willingness added 4.9% over and above intention and that the model worked best in adolescent samples (Todd et al., 2016). The same meta-analysis found that intention was usually more strongly related to behavior than willingness and that results varied widely by behavior, so the model should not be treated as a complete explanation. It also says little about the environmental and commercial forces, such as pouch marketing and retail placement, that shape which prototypes circulate in the first place.

10

Implications for Health Education

If the model is right, three implications follow. First, education that raises intentions not to use, the goal of many classroom lessons, will miss young men who never intended to use but were willing when offered. Programs should reduce willingness directly by rehearsing specific offer situations, such as the bus ride, the hunting trip and the rig, and by giving young men ways to decline that protect their image. Second, programs should work on prototypes, making the typical user less appealing and less similar, for example by drawing attention to dependence, which contradicts the image of an independent man, and to the cosmetic effects young men already notice. Third, because older men model the behavior, interventions should involve coaches, fathers and crew leaders. Module 3 will examine the sociological influences, including those older men, in more depth.

What this page is doingEach implication follows from a specific construct in the model, which shows the theory is being used to reason about intervention rather than cited for decoration.
11

Conclusion

Applied to oral nicotine use in a rural Plains county, the prototype willingness model accounts for the unplanned nature of first use, the gap between willingness and intention and the power of favorable images of the typical user. It is weaker on environmental forces, which later modules will address. Its main lesson for health education is that preventing first use means changing how young men see the user and how they respond in the moment of an offer, not only what they intend.

12

References

Chaffee, B. W., & Cheng, J. (2018). Cigarette and smokeless tobacco perception differences of rural male youth. Tobacco Regulatory Science, 4(4), 73-90. https://doi.org/10.18001/TRS.4.4.8

Farrelly, M. C., Taylor, N. H., Nonnemaker, J. M., Smith, A. A., Delahanty, J. C., & Zhao, X. (2021). "The Real Cost" Smokeless campaign: Changes in beliefs about smokeless tobacco among rural boys, a longitudinal randomized controlled field trial. BMC Public Health, 21, Article 2282. https://doi.org/10.1186/s12889-021-12356-6

Gerrard, M., Gibbons, F. X., Houlihan, A. E., Stock, M. L., & Pomery, E. A. (2008). A dual-process approach to health risk decision making: The prototype willingness model. Developmental Review, 28(1), 29-61. https://doi.org/10.1016/j.dr.2007.10.001

Gibbons, F. X., Gerrard, M., Blanton, H., & Russell, D. W. (1998). Reasoned action and social reaction: Willingness and intention as independent predictors of health risk. Journal of Personality and Social Psychology, 74(5), 1164-1180. https://doi.org/10.1037/0022-3514.74.5.1164

Todd, J., Kothe, E., Mullan, B., & Monds, L. (2016). Reasoned versus reactive prediction of behaviour: A meta-analysis of the prototype willingness model. Health Psychology Review, 10(1), 1-24. https://doi.org/10.1080/17437199.2014.922895

Travis, N., Warner, K. E., Hartmann-Boyce, J., Goniewicz, M. L., Ma, C., Meza, R., & Levy, D. T. (2026). Oral nicotine pouches and public health: Evidence from an updated scoping review. Nicotine & Tobacco Research. Advance online publication. https://doi.org/10.1093/ntr/ntag203

What the HLTH 6403 Module 2 instructions ask for

In the second module, HLTH 6403 prompts commonly ask you to take one theory and apply it to a health behavior in a defined population. Expect to explain the theory's constructs, show how each appears in the behavior using data or research, assess how well the theory fits and draw implications for health education or intervention. Instructors at the specialist level expect evidence for each construct, not assertions, and a candid discussion of what the theory misses. If you compared theories in Module 1, apply the one you chose and explain briefly why. Local surveys, focus groups or published studies of similar populations can all serve as evidence, and a mix of the three is often strongest.

How the HLTH 6403 Module 2 example is put together

The paper opens by linking back to the theory chosen in the first module and describing the local data sources. A short section explains the model's two pathways with its founding study. The behavior is then described with national and county figures, and four sections apply the constructs in turn, prototypes, willingness, the reasoned path, and risk images with perceived harm, each using survey results or focus group findings. A fit section weighs the meta-analytic evidence and names what the model misses. Implications for health education follow directly from the constructs, and the conclusion states the model's main lesson for preventing first use, which the later modules will turn into a program.

Reading the HLTH 6403 Module 2 rubric

Theory application papers are usually graded on accuracy, depth and evidence. Rubrics tend to reward papers that define each construct correctly, show it at work in the population with data and weigh the theory's fit against research rather than assuming it. Distinguishing constructs that are easily confused, such as willingness and intention, earns credit. A section on limitations, including forces the theory does not explain, shows specialist-level judgment. Implications that follow from specific constructs, rather than generic recommendations, connect theory to practice. APA 7 citations for the theory's original sources and current evidence complete the work. Tying the application to the same population used in Module 1 keeps the course coherent.

HLTH 6403 Module 2 help: mistakes that cost points

Application papers often describe a theory well and then apply it in a single paragraph of guesses. If you need help finding evidence for each construct, designing survey items or focus group questions, or drawing implications that follow from the theory, a writer can assist. Tell us which theory you chose and the behavior and population you are studying, attach the prompt; a writer can then prepare a Module 2 application that works through the theory construct by construct and ends with implications you can build on. If your course expects a different theory, such as the theory of planned behavior or social cognitive theory, we will apply that one instead.

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 American College of Education 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.

More HLTH 6403 and Ed.S. in Public Health Education sample papers

HLTH 6403 Module 2 questions, answered

What does HLTH6403 Module 2 usually ask for?

HLTH6403's second module often asks you to apply one behavior change theory to a population health behavior, working through its constructs with evidence and judging how well it fits.

What is behavioral willingness?

Openness to doing a risky behavior if a situation makes it easy, even without a plan to do it; it is distinct from intention and often better predicts unplanned adolescent risk behavior.

What is a prototype in the prototype willingness model?

The image a person holds of the typical individual who engages in a behavior; favorable images that feel similar to oneself increase willingness.

Where can I find a free HLTH 6403 Module 2 sample paper?

A complete Module 2 application is posted here, using the prototype willingness model to explain the first dip or pouch young men take in a composite ranching and oilfield county.

Should a theory application paper include local data?

It strengthens the paper. Survey or focus group findings, even from a composite or planned study, show how each construct looks in the population.