Annals of Behavioral Medicine

, Volume 26, Issue 1, pp 1–7

Self-management education: History, definition, outcomes, and mechanisms

Authors

    • Stanford University School of Medicine
  • Halsted R. Holman
    • Stanford University School of Medicine
Article

DOI: 10.1207/S15324796ABM2601_01

Cite this article as:
Lorig, K.R. & Holman, H.R. ann. behav. med. (2003) 26: 1. doi:10.1207/S15324796ABM2601_01

Abstract

Self-management has become a popular term for behavioral interventions as well as for healthful behaviors. This is especially true for the management of chronic conditions. This article offers a short history of self-management. It presents three self-management tasks—medical management, role management, and emotional management—and six self-management skills—problem solving, decision making, resource utilization, the formation of a patient-provider partnership, action planning, and self-tailoring. In addition, the article presents evidence of the effectiveness of self-management interventions and posits a possible mechanism, self-efficacy, through which these interventions work. In conclusion the article discusses problems and solutions for integrating self-management education into the mainstream health care systems.

Copyright information

© The Society of Behavioral Medicine 2003