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  • Langlois, M.A., Hallam, J.S. (2010). Integrating Multiple Health Behavior Theories Into Program Planning: The PER Worksheet. Health Promotion Practice, 11(2): 282-288

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  • Lesvesque, L., Guilbault, G., Delormier, T., & Potvin, L. (2005). Unpacking the black box: A deconstruction of the programming approach and physical activity interventions implemented in the Kahnawake Schools Diabetes Prevention Project. Health Promotion Practice 6(1): 64-71. 

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  • Lorig, K. (Stanford Arthritis Center, HRP Bldg., Rm.6, Stanford, CA 94305) (1996). Use of PRECEDE Model and self-efficacy in arthritis education programs. Prepared for the New Zealand Arthritis Field Officers, Unpub., April 1989, 18pp. In Kate Lorig and Associates. Patient Education: A Practical Approach 2nd ed. Thousand Oaks, London, New Delhi: Sage Publications. See esp. pp. 216-223.

  • Lorig, K & Laurin, J. (1985). Some notions about assumptions underlying health education. Health Education Quarterly, 12(3): 231-243.

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  • Lux, K. M., & Petosa, R. (1994). Preventing HIV infection among juvenile delinquents: Educational diagnosis using the health belief model. International Quarterly of Community Health Education, 15(2):145-64.

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  • Mathews, C. (University of Cape Town, Dept of Community Health, Medical School, Observatory 7925, Cape, South Africa),  Everett, K., Binedell, J., Steinberg, M. (1995). Learning to listen: formative research in the development of AIDS education for secondary school students. Soc. Sci. Med. 41(12): 1715-1724.

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  • Mbonu, N.C. (Department of Health Promotion, School for Public Health and Primary Care (CAPHRI), Maastricht University, PO Box 616, Maastricht 6200 MD, Netherlands), Van Den Borne, B., De Vries, N.K. (2009). A model for understanding the relationship between stigma and healthcare-seeking behaviour among people living with HIV/AIDS in sub-Saharan Africa. African Journal of AIDS Research 8(2) :201-212.

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