Key Concepts

The "aim" of an intervention is the overarching statement of intent.
- This would typically include a description of the
  - direction of change (i.e, increase, decrease, maintain)
  - specific outcome (which, for 3018PSY, is a behaviour) and
  - if relevant, the associated context (e.g., workplace, school, community, faith-based organisations) and/or demographic (e.g., children, female adolescents, male employees, Indigenous People, people with cancer, older adults, retirees).
  - For example, "The aim of this intervention is to increase exercise among older adults living in retirement villages". "The aim of this intervention is to decrease occupational sedentary behaviour among office workers"
- The "objectives" of an intervention are more precise than the aim and reflect the steps necessary to achieve the aim.
  - Objectives may reflect intervention functions or targetted influences. For example, an intervention which aims to increase exercise among older people may have the objectives to increase knowledge and confidence of how to exercise safely, and increase awareness of age-relevant opportunities for exercise in the local neighbourhood.
  - An intervention which aims to decrease sedentary behaviour among office workers may have the objectives to increase knowledge of the adverse effects of prolonged sitting, and to restructure workplaces to enable more movement during the day.
Intervention functions:
- The "function" of a behaviour change intervention describes the overall style of approach to change. An intervention may have one or multiple functions. In 3018PSY we will consider nine intervention functions
  - Education
    - Education approaches involve increasing knowledge or understanding.
      - e.g., providing information about the maximum amount of screen time recommended for children.
  - Training
    - Training approaches focus on increasing skills.
      - e.g., having an instructor provide feedback on how to do an exercise program.
  - Persuasion
    - Persuasion approaches use communication to induce positive or negative feelings, or stimulate action.
      - e.g., providing "before" and "after" images of people who complete an exercise program, using testimonials from credible sources
  - Incentivisation
    - ncentivisation approaches create an expectation of a reward.
      - e.g., offering a 10th exercise class for free.
  - Coercion
    - Coercive approaches create an expectation of punishment or cost.
      - e.g., having higher health insurance costs for people who don't exercise
  - Restriction
    - Restriction approaches use rules to reduce the opportunity to do the behaviour, or to increase the behaviour by reducing the opportunity to engage in competing behaviours.
      - e.g., creating family rules which restrict children's screen time per day.
  - Modelling
    - Modelling approaches provide an example for people to aspire to or imitate.
      - e.g., Having a woman lead a women's introduction to bicycling group
  - Environmental Restructuring
    - Environmental restructuring approaches change the physical or social context of the behaviour.
      - e.g., Providing standing desks in a workplace to reduce sitting time, spending less time with those of your friends who criticise exercise
  - Enablement
    - Enablement increases the resources, or reduces barriers, to increase capability for the behaviour. This is BEYOND education, training, or environmental restructuring.
      - e.g., providing people with an activity tracker to monitor exercise
The Behaviour Change Technique Taxonomy
- Behaviour change techniques (BCTs) are the observable, replicable and irreducible components of an intervention, i.e. the proposed mechanisms of change.
  - BCTs are designed to alter or redirect the processes which regulate behaviour.
    
    In addition to specifying what BCTs are used, interventionists also need to consider
  - who delivers the BCT (e.g., a peer, expert)
  - the mode of implementation (e.g., in person, online, small groups)
  - other factors such as frequency, duration, sequencing, etc.
- The Behaviour Change Technique Taxonomy provides an internationally shared language for specifying and developing behaviour change interventions. This can be used for synthesising evidence, implementing effective interventions and testing theory.
  
  Having a taxonomy enables
  - intervention development
  - assessment of the mechanisms of action
  - the accumulation of evidence and assessment of generalisability
  - synthesis of evidence
  - faithful implementation of what is effective
- A hierarchically structured classification system of techniques used in behaviour change interventions
  1. Goals and planning
    - goal setting (behaviour, outcome)
    - goal review (behaviour, outcome)
    - action planning
    - problem solving
    - commitment, contracting
    - discrepancy between current behaviour and goal
  2. Feedback and monitoring
    - Monitoring
      - others or self
      - behaviour vs outcome
    - Feedback
      - behaviour vs outcome
      - biofeedback
      - ie. step counter
  3. Social support
    - practical
    - emotional
    - unspecified
      - ie. facebook
  4. Shaping knowledge
    - instruction on how to do
    - information on antecedents
    - reattribution
    - behavioural experiments
    - ie. education poster
  5. Natural consequences
    - information on consequences: health, social & environmental, emotional
    - salience of consequences
    - monitoring emotional consequences
    - anticipated regret
  6. Comparison of behaviour
    - demonstration
    - social comparison
    - information on others’ approval
  7. Associations
    - prompts/cues
    - reduce prompts/cues
    - cue signalling
    - remove reward access
    - remove aversive stimulus
    - satiation
    - exposure
    - associative learning
  8. Repetition and substitution
    - behaviour practice/rehearsal
    - behaviour substitution
    - habit formation
    - habit reversal
    - overcorrection
    - generalisation of target behaviour
    - graded tasks
.
1. Comparison of outcomes
  - credible source
  - pros and cons
  - comparative imagining of future
  - ie. member stories
2. Reward and threat
  - Incentives and rewards
    - behaviour, outcome
    - material, social, other
    - self incentives
  - Future punishment
  - ie. reward badges
3. Regulation
  - pharmacological support
  - reduce negative emotions
  - conserve mental resources
  - paradoxical instructions
4. Antecedents
  - restructure environment
    - physical
    - social
  - add objects (to facilitate desired)
  - avoid/reduce exposure to cues
  - distraction
  - body changes
5. Identity
  - identify self as role model
  - framing/reframing
  - incompatible beliefs
  - valued self identity
  - identity with changed behaviour
6. Scheduled consequences
  - behavioural cost
  - Punishment
    - Present, remove
  - reward
    - remove
    - approximation
    - completion
    - situation specific
    - incompatible, alternate behaviour
    - reduce frequency
7. Self belief
  - verbal persuasion about capability
  - mental rehearsal
  - focus on past success
  - self talk
8. Covert learning
  - imaginary
    - punishment, reward
  - vicarious consequences

	Criado por Juliette Cross quase 4 anos atrás

1st grade 3018PSY Behaviour Change Skills Notas sobre Notes, criado por Juliette Cross em 08-03-2021.