Theory and practice: applying the ecological model to formative research for a WIC training program in New York State

This article discusses the application of the ecological model to formative research in a practical setting of a training program developed for the Ch ild Growth Monitoring Project of the New York State WIC program. The ecolog ical model was selected to guide the formative research because it offered a concrete framework to account for the reciprocal interaction of behavior and environment. This model describes five levels of influence on behavior: individual, interpersonal, organizational, community and policy, Because w e knew from the start that the intervention would focus on training, we foc used our efforts on collecting data at those ecological levels that we cons idered potentially amenable to change through a training program-individual (WIC providers and clients), interpersonal (provider-client interaction) a nd organizational (physical layout of WIC sites and sequence of activities) . However, our experiences both with the training program and the post-trai ning evaluation, using ecological theory, indicated the fallacy of failing to apply the ecological model consistently throughout the formative researc h. Therefore, for maximum effect when using the ecological model, it is rec ommended that the whole model be applied at all stages of formative researc h: development, implementation and evaluation. A matrix is presented for mo nitoring complete application of the model.