Week 2: Lecture & Chapters (6, 7) Flashcards
Theories:
- Understanding Behavior Change
- Influencing Behavior
- understanding…
- Becoming motivated
- Preparing for action & starting to change
- Staying on track - influencing….
- Increasing motivation
- Helping to get started
- Overcoming barriers and lapses
Theories for “getting motivated”
Getting motivated: • Health Belief Model • Social Cognitive Model • Reasoned Action Approach • Self-Determination Theory
Theories for “preparing & change”
Preparing for action and starting to change:
• Self-Determination Theory
• Health Action Process Approach
Interference from Impulsive processes
• Reflective Impulsive Model
COM-B Model
Capability (affecting motivation)
Oportunity (affecting motivation)
Motivation
Behavior (affecting all above)
Behavior Change Wheel
“Source of Behavio” (green - in the middle)
“Intervention functions” (red - second layer)
“Policy categories” (grey - last layer)
Theoretical Domains Framework; “TDF”
"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)
COM-B From Theory to Intervention
3 stages
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
“Upward Spiral - Learn from each (re)lapse”
action planning
- Precontemplation:
- Contemplation:
- Preparation:
- Action:
- Maintenance:
- Relapse:
The Rubicon Model of Action Phases
(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
Information provision (NICE guidelines 2014, book p. 163)
- Outcome expectancies
- Personal relevance
- Positive attitude
- Self-efficacy
- Descriptive norms
- Subjective norms
- Personal and moral norms
(Social Cognitive Theory (Bandura, 1977, 1989))
- SELF-EFFICACY -
Self-efficacy
(source of)
- own experience
- vicarious experience
- verbal persuasion
- emotional arousal
(outcome of)
- choice
- effort & persistence
- thinking & decision making
- emotional reaction
- Injunctive norms:
- Decsriptive norms:
- Injunctive norms: how others want you to behave in a certain situation
- Decsriptive norms: perceptions about how others do behave
Action planning: is a quick detailed planning of performance of the (wanted) behavior and must include atleast on of the following: (4 different categories)
- Context
- -> environmental: physical or social
- -> internal: physical, emotional or cognitive
- Frequency
- Duration
- Intensity
Extended Parallel Process Model (4 parts)
(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
Defensive responses:
Threat without good recommendations or efficacy evoke defensive responses. Especially in those most vulnerable!
Motivational interviewing:
change is elicitated, not imposed on the client. They also articulates and resolve ambivilance.
“The Intention-Behavior Gap”
describes the failure to translate intentions into action.
Implementation intentions:
“If situations X arises, then I will perform goaldirected behavior Y”
Whit help from which 3 definitions…
- When
- Where
- How
(implementation intentions)
Motivational phase
Volitional phase
Motivational phase = setting goals/ intentions
Volitional phase = translate intentions into behavior
Dual process theories (in the book called “Theories of Automatic Behavior, Impulsive Behavior, and Habits”)
- Defined two different ways:
- Examples of such theories:
- 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)
“what about unwanted behavior?”
- promoting?
- decreasing?
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)
Disrupting unwanted habits: (2 ways)
- Remove or avoid cue
- Utilizing (creating?) new situations
Nudging:
A nudge is any small feature in the envionrment that attracts our attention and influences the behavior we make
“choice-architect”
Nudging is done by a so-called “choice-architect”
How is nudging achieved?
- 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’
Salience
Salience: strength and importance.
Nudge + social proof
The effectiveness of a social proof nudge relies on people showing conformity behavior, that is, do what other people apparently did.
Nudge + defaults
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
“Health Belief Model suggests that an environment that encourages healthy behavior should:”
- Provide cues
- Minimize
- Maximize
- 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
People differ in terms of their responses to innovation and their influence on the behavior of others: (5 categories)
- Innovators
- Early adopters
- Early majority
- Late majority
- Laggards
Problem-focused approaches include: (8 parts)
- 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
“How to maximize the effectiveness of media on influencing behavior:”
- Refining communication to maximize its influence of attitudes
- The use of fear messages
- Information framing
- Specific targeting of interventions
(the effectiveness of media on influencing behavior) “Refining the message”
- info + peripheral cues leads to attitudinal change in ppl unmotivated to consider particular issues
- central processing + peripheral cues helps to enhance effectiveness of interventions
”The limitation of the ELM (and other models of attitude change):”
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
“The use of fear”
- benefits?
- additional?
- 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
“Information framing”
- most memorable?
- most enhancing?
- While some have argued that negative frames are more memorable
- others have suggested that positive messages enhance information processing
“Audience targeting” (5 factors)
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)
“Public health programs:”
- Community intervention programs
- Worksite public health
- School-based interventions
- Peer education
Information framing: Positive & Negative
Positive –associated with action
Negative –associated with failure to act
