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Health & Medical Psychology - Leiden University (21-22) > Week 2: Lecture & Chapters (6, 7) > Flashcards

Week 2: Lecture & Chapters (6, 7) Flashcards

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1
Q

Theories:

  1. Understanding Behavior Change
  2. Influencing Behavior
A
  1. understanding…
    - Becoming motivated
    - Preparing for action & starting to change
    - Staying on track
  2. influencing….
    - Increasing motivation
    - Helping to get started
    - Overcoming barriers and lapses
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2
Q

Theories for “getting motivated”

A 
Getting motivated:
•	Health Belief Model
•	Social Cognitive Model
•	Reasoned Action Approach
•	Self-Determination Theory
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3
Q

Theories for “preparing & change”

A

Preparing for action and starting to change:
• Self-Determination Theory
• Health Action Process Approach

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4
Q

Interference from Impulsive processes

A

• Reflective Impulsive Model

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5
Q

COM-B Model

A

Capability (affecting motivation)
Oportunity (affecting motivation)
Motivation
Behavior (affecting all above)

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6
Q

Behavior Change Wheel

A

“Source of Behavio” (green - in the middle)

“Intervention functions” (red - second layer)

“Policy categories” (grey - last layer)

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7
Q

Theoretical Domains Framework; “TDF”

A 
"Source of behavior"
--> OPPORTUNITY
(social & physical)
--> MOTIVATION
(automatic & reflective)
--> CAPABILITY
(psychological & physical)

“TDF domains”
–> OPPORTUNITY
(social & environmental)
–> MOTIVATION
(Identity; Beliefs about capability & consequences; Optimism; Intentions; Goals)
–> CAPABILITY
(Reinforcment; Emotion; Knowledge; Cognition; Memory; Behavioural regulation; Physical skills)

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8
Q

COM-B From Theory to Intervention

3 stages

A

Stage 1: Understand the Behavior

  • Define problem in behavioral terms
  • Select target behavior
  • Specify target behavior
  • Identfy what needs to be change

Stage 2: Identify Intervention Options

  • Interventio functions
  • Policy categories

Stage 3: Identify Content & Implementation Options

  • Behavior change techniques
  • Mode of delivery
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9
Q

“Upward Spiral - Learn from each (re)lapse”

action planning

A
  • Precontemplation:
  • Contemplation:
  • Preparation:
  • Action:
  • Maintenance:
  • Relapse:
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10
Q

The Rubicon Model of Action Phases

A

(1) MOTIVATION (pre-decisional) = choosing

(intention formation)

(2) VOLITIONAL (pre-actional) = planning

(intention initiation)

(3) VOLITIONAL (actional) = acting (intention implementation)

(intention deactivation)

(4) MOTIVATION (post-actional) = evaluating

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11
Q

Information provision (NICE guidelines 2014, book p. 163)

A
  • Outcome expectancies
  • Personal relevance
  • Positive attitude
  • Self-efficacy
  • Descriptive norms
  • Subjective norms
  • Personal and moral norms
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12
Q

(Social Cognitive Theory (Bandura, 1977, 1989))

- SELF-EFFICACY -

A

Self-efficacy

(source of)

  • own experience
  • vicarious experience
  • verbal persuasion
  • emotional arousal

(outcome of)

  • choice
  • effort & persistence
  • thinking & decision making
  • emotional reaction
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13
Q
  • Injunctive norms:

- Decsriptive norms:

A
  • Injunctive norms: how others want you to behave in a certain situation
  • Decsriptive norms: perceptions about how others do behave
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14
Q

Action planning: is a quick detailed planning of performance of the (wanted) behavior and must include atleast on of the following: (4 different categories)

A
  • Context
  • -> environmental: physical or social
  • -> internal: physical, emotional or cognitive
  • Frequency
  • Duration
  • Intensity
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15
Q

Extended Parallel Process Model (4 parts)

A

(EXTERNAL STIMULI)

  • -> Message Components
  • Self-efficacy
  • Response-efficacy
  • Susceptibility
  • Severity

(MESSAGE PROCESSING (first & second appraisals))

  • -> Perceived Efficacy
  • Self-efficacy
  • Response-efficacy
  • -> Perceived Threat
  • Suseceptability
  • Severity

(OUTCOMES)

  • -> No fear:
  • Protection motivation
  • Message acceptance
  • -> Fear:
  • Defensive motivation
  • Message rejection

(PROCESS)

  • -> No fear: Danger control
  • -> Fear: Fear control
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16
Q

Defensive responses:

A

Threat without good recommendations or efficacy evoke defensive responses. Especially in those most vulnerable!

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17
Q

Motivational interviewing:

A

change is elicitated, not imposed on the client. They also articulates and resolve ambivilance.

18
Q

“The Intention-Behavior Gap”

A

describes the failure to translate intentions into action.

19
Q

Implementation intentions:
“If situations X arises, then I will perform goaldirected behavior Y”
Whit help from which 3 definitions…

A
  • When
  • Where
  • How
20
Q

(implementation intentions)
Motivational phase
Volitional phase

A

Motivational phase = setting goals/ intentions

Volitional phase = translate intentions into behavior

21
Q

Dual process theories (in the book called “Theories of Automatic Behavior, Impulsive Behavior, and Habits”)

  • Defined two different ways:
  • Examples of such theories:
A
  • Associative system/ impulsive system/ system1
  • Reasoned system/ reflective system/ system 2
  • – Examples of such theories: —
  • System 1 & System 2 (Kahneman)
  • Hot/cool Framework (Metcalfe & Mischel, 1999)
  • Impulsive vs. reflective system (Strack & Deutsch, 2004)
22
Q

“what about unwanted behavior?”

  • promoting?
  • decreasing?
A

Promoting health-protective behaviors:
–> initiation of a desired response
(attend screening for cancer)

Decreasing (habitual) health-risk behaviors:
–> suppression of an undesired response
(quit smoking)
–> substitution of unwanted response by wanted response
(eating an apple instead of a candy bar)

23
Q

Disrupting unwanted habits: (2 ways)

A
  • Remove or avoid cue

- Utilizing (creating?) new situations

24
Q

Nudging:

A

A nudge is any small feature in the envionrment that attracts our attention and influences the behavior we make

25
Q

“choice-architect”

A

Nudging is done by a so-called “choice-architect”

26
Q

How is nudging achieved?

A
  • Strategic use of mental shortcuts (biases, heuristics)
  • We do what most people do (social norms)
  • We favour the status quo (loss aversion, inertia)
  • ‘Libertarian Paternalism’
27
Q

Salience

A

Salience: strength and importance.

28
Q

Nudge + social proof

A

The effectiveness of a social proof nudge relies on people showing conformity behavior, that is, do what other people apparently did.

29
Q

Nudge + defaults

A

The default effect, a concept within the study of nudge theory, explains the tendency for an agent to generally accept the default option in a strategic interaction.
The default option is the course of action that the agent, or chooser, will obtain if he or she does not specify a particular course of action

30
Q

“Health Belief Model suggests that an environment that encourages healthy behavior should:”

  • Provide cues
  • Minimize
  • Maximize
A
  • Provide cues:
  • -> to engage in healthy behaviors
  • -> remove cues to unhealthy behavior
  • Minimize:
  • -> costs and barriers associated with engaging in healthy behavior
  • Maximize:
  • -> costs of engaging in health-damaging behavior
31
Q

People differ in terms of their responses to innovation and their influence on the behavior of others: (5 categories)

A
  • Innovators
  • Early adopters
  • Early majority
  • Late majority
  • Laggards
32
Q

Problem-focused approaches include: (8 parts)

A
  • Goal setting
  • Action planning
  • Barrier planning/problem solving
  • Set graded tasks
  • Prompt review of behavioral goals
  • Prompt review of outcome goals
  • Prompt rewards contingent on effort or progress towards behavior
  • Prompt rewards contingent on successful behavior
33
Q

“How to maximize the effectiveness of media on influencing behavior:”

A
  • Refining communication to maximize its influence of attitudes
  • The use of fear messages
  • Information framing
  • Specific targeting of interventions
34
Q

(the effectiveness of media on influencing behavior) “Refining the message”

A
  • info + peripheral cues leads to attitudinal change in ppl unmotivated to consider particular issues
  • central processing + peripheral cues helps to enhance effectiveness of interventions
35
Q

”The limitation of the ELM (and other models of attitude change):”

A

they can suggest means of maximizing attitudinal change, but many other factors will influence whether any attitudinal change or even behavioral intentions are translated into action

36
Q

“The use of fear”

  • benefits?
  • additional?
A
  • Interventions based entirely on fear arousal are likely to be of little benefit
  • If fear messages are used, they need to be accompanied with simple, easily accessible strategies of reducing the fear
37
Q

“Information framing”

  • most memorable?
  • most enhancing?
A
  • While some have argued that negative frames are more memorable
  • others have suggested that positive messages enhance information processing
38
Q

“Audience targeting” (5 factors)

A

can be based on a number of factors, including…
- behavior,
- age,
- gender,
- SES
and audiences may also be segmented along more …
- psychological factors, (e.g., motivation to consider change)

39
Q

“Public health programs:”

A
  • Community intervention programs
  • Worksite public health
  • School-based interventions
  • Peer education
40
Q

Information framing: Positive & Negative

A

Positive –associated with action

Negative –associated with failure to act

Health & Medical Psychology - Leiden University (21-22) (6 decks)

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