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From Theory to Intervention > Lecture 1 > Flashcards

Lecture 1 Flashcards

1
Q

What are many societal, health and wellbeing, and organizational issues dependent on or influenced by?

A

Human behaviour

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2
Q

What can have a big impact on societal, health and wellbeing, and organizational issues?

A

Behaviour change techniques

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3
Q

What are health behaviour determinants?

A
  • Knowledge
  • Skills
  • Motivation
  • Environment
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4
Q

Knowledge as a health behaviour determinant

A

Knowledge

  • About health
  • About what healthy behaviour entails
  • About consequences of behaviour
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5
Q

Skills as a health behaviour determinant

A
  • Self-regulation
  • Obtaining knowledge
  • Impact on behaviour
  • Impact on environment
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6
Q

Motivation as a health behaviour determinant

A
  • Intrinsic motivation
  • Incentives
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7
Q

Which is an example of intrinsic motivation and which is an example of incentives?

  • If people don’t like to behave healthily, it becomes much more difficult for them to behave healthy.
  • If people don’t like to behave healthily, it becomes more difficult to influence certain incentives that there might be for healthy, but also for unhealthy behaviour.
A

Intrinsic motivation: If people don’t like to behave healthily, it becomes much more difficult for them to behave healthy.

Incentives: If people don’t like to behave healthily, it becomes more difficult to influence certain incentives that there might be for healthy, but also for unhealthy behaviour.

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8
Q

Environment as a health behaviour determinant

A

Cues for behaviour

  • May trigger certain behaviour

Social support

  • Plays a role if people want to change their behaviour

Complexity (complex to navigate)

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9
Q

Some core theory concepts

A
  • Intention
  • Automatic behaviour
  • Norms
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10
Q

Intention

A
  • Intention-behaviour gap
    o That people want something, doesn’t mean that they’re actually going to do it.
  • Self-regulation
  • People who have a better self-regulation have a smaller intention-behaviour gap.
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11
Q

Automatic behaviour

A

Habits

Impulse

  • This doesn’t change if you give someone more information

Nudging

  • This does not focus on more information but on automatic behaviour
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12
Q

Norms

A

Injunctive

  • What should we be doing according to others

Descriptive

  • What you see other people doing
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13
Q

Who makes interventions?

A

Psychologists but also a lot of other people.

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14
Q

What should you look at when researching interventions?

A

It is important to look at who made an intervention and with what aim.

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15
Q

What do interventions target?

A

Interventions don’t always target the actual determinants.

For example:

  • Providing information/education/knowledge
  • Telling people what to do
  • Trying to scare people into behaving a certain way
    o This can work but it’s not advisable to do because it’s way too complex to get it right
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16
Q

Effective behaviour change

A

Assumption: Attitude => Intention => Behaviour

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17
Q

What are the following examples of?

  • ‘Yelling at medical personnel is wrong, I should not do that’ => aggression decreases
  • ‘Underage drinking is dangerous, so let’s not do that’ => drinking behaviour decreases
  • ‘Snacking on sugary and fatty foods in unhealthy, so I will no longer do that’ => consumption and body weight decreases
A

The assumption of effective behaviour change

18
Q

Theory of planned behaviour

A

Attitude + subjective norm + perceived behavioural control => intention => behaviour

This theory assumes intention has a direct arrow to behaviour. But if you have a model with arrows, the effect is being diluted with each level.

19
Q

Meta-analysis on intention-behaviour association (Webb & Sheeran, 2006)

A

Successful interventions lead to medium to large effects on intention, and small to medium effects on behaviour. From all the intentions that you form, only 28% directly corresponds to the behaviour. If you do everything intentional you wouldn’t have time for anything else.

20
Q

What are the moderators of the meta-analysis on intention-behaviour association (Webb & Sheeran, 2006)?

A
  • Control
  • Habit
  • Impulse
  • Social context
21
Q

What do environmental cues trigger based on previously learned associations?

A
  • Habits
  • Impulses
  • Goals (sometimes conflicting)
  • (Social) norms
22
Q

How do environmental cues trigger social norms based on previously learned associations?

A

Injunctive norms

  • (Perceived) expectancy of what others think of your behaviour; what you ‘ought’ to do

Descriptive norms

  • What do others do?
  • Descriptive norms are strong predictors of behaviour, because we want to belong.

You don’t have to be aware of this, most of the time it goes automatically.

23
Q

(Anti-) social norms

A

‘Broken window theory’ (Keizer, Lindenberg, & Steg, 2008)

  • If your environment signals norm transgressive behaviour, it’s more likely that you will display that behaviour.
    o “If no one adheres to the rules, then why should I?”
  • Does the visible ‘breaking’ of certain rules result in norms shifting in slightly different behaviour?
  • 33% vs 69% drop their flyer on the ground in the non-graffiti condition vs graffiti condition.
    o People (sub)contionally look at the behaviour around them, and if they see visible rule breaking they are more likely to do so themselves.
24
Q

The first step in intervention development

A

Look at the underlying questions

  • What are determinants of the behaviour?
  • Under which conditions does the behaviour take place?
  • What process guides this behaviour?
  • Focus on attitudes and intentions?
  • Focus on norms, context cues, associations, habits?
25
Q

Theory-driven interventions

A

With the help of the underlying questions, available knowledge, system and structure we are able to create more theory-driven interventions.

By systematically using available knowledge and theory about human behaviour, better and more effective interventions can be designed and implemented.

System: PATHS method

26
Q

System: PATHS method

A
  • A guideline for the process of an intervention.
    o It doesn’t tell you anything about behaviour per se but it does show which steps to take if you want to build an intervention.
  • It gives you a structure.
  • A general approach that can encompass different intervention methods.
27
Q

PATHS (abbreviation)

A
  • Problem – identifying and defining the problem
  • Analysis – developing theory-based explanations
  • Test – developing and testing a process model
  • Help – developing an intervention
  • Success – evaluating an intervention
    o The S was added later on
28
Q

P – Problem definition

A

Identifying and defining the problem.

You have to define the problem in such a way that you can work with it for the rest of the process.

A process withing a process: From problem to problem definition.

29
Q

What should the problem in the problem definition phase be?

A

A concrete, applied problem for which psychological theory can offer a solution

  • If it’s not applied in the sense that it’s something that really urges a solution but just an explanation, it can be difficult to analyze and to intervene.
30
Q

What is the end product of the problem definition phase?

A

A pragraph describing and defining the answers.

31
Q

What questions should the paragraph at the end of the problem definition phase of the PATHS answer?

A
  • What is the problem?
  • Why is this a problem?
  • For whom is this a problem?
  • Who is the target group?
  • Can you already think of some possible or potential psychological causes that might be interesting to explore?
32
Q

A – Analysis

A

This is a big part of the expansion development process.

Using theory to analyze the problem.

Start by specifying an outcome variable that you want to focus on.

Make sure that it is a behaviour, attitude, and/or emotion.

At the end of the analysis there is a list of potential explanations and variables that are important for the outcome variable.

33
Q

What should the outcome variable in the analysis phase of the PATHS be?

A
  • Relevant to the problem
  • Specific
  • Measurable
    o (Ideally) continuous
    o Something that can increase or decrease as a result of your intervention (so not a yes or no question)
34
Q

T - Test

A

Developing a process model

  • From outcome (right) to identified causes (left).
  • There can be interactions and thus moderators.

Reinforcing/undermining arrows can be positive or negative.

Testing the process model.

35
Q

What is the pocess of testing the process model in the testing phase of the PATHS?

A

Zoom in on each of the arrows

Support each arrow with the literature review

  • Provide e.g., effect sizes, changeability

‘Test’ each arrow in your process model with literature review or your own research.

36
Q

H - Help

A

Developing your intervention.

Channel: how will you reach the target group?

Methods: theory-based methods for behaviour change.

Application: operationalized methods tailored to the context.

37
Q

A complex process can lead to a simple intervention

A

As long as you have a good evidence base, the intervention can be anything.

Many behaviors are guided by ‘heuristics’, or behavioral rules of thumb.

Non-information based interventions can target these heuristics.

Framing is the best technique to influence a heuristic.

38
Q

Examples of simple nudging interventions

A
  • A small but full plate looks like a full portion, while the same portion on a large plate might not.
  • You switch milkshake labels from regular and low fat to high fat and regular.
39
Q

S- Success

A

Evaluating your intervention

  • Effect evaluation
  • Process evaluation
40
Q

Effect evaluation

A

You look at the effectiveness of your intervention by looking at the outcome variable.

41
Q

Process evaluation

A

You look at how your intervention was implemented, what the people thought of it, etc.

From Theory to Intervention (7 decks)

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