3018PSY Week 5.pdf

3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc intervention aims Quantitative actions that intervention objectives contribute to health behav- ior chan...

3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc intervention aims Quantitative actions that intervention objectives contribute to health behav- ior change direction of change (in- crease/decrease) specific outcome (a behav- descriptions of change iour) can include association context (school, work) demographic more precise than aims, and reflect steps neces- sary to achieve the aim objectives may reflect intervention functions or targeted influ- ences an intervention that aims to increase exercise in old- er people may have the ob- jective of increasing confi- dence in skills, awareness of age-relevant opportuni- 1 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc ties, aim: decrease sedentary example of aim vs objec- behaviour in office workers tion objective: increase knowl- edge of adverse effects of prolonged sitting of a behaviour change in- tervention describes the overall style of approach to function change may have 1 or multiple functions education training persuasion incentivisation 9 intervention functions coercion modelling environmental restructur- ing enablement increase knowledge/un- education derstanding 2 / 14 3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc training focus on increasing skills uses communication to in- duce positive or negative feelings or to stimulate ac- persuation tion appeal to emotions creates expectation of re- incentivisation ward eg 10 class free creates an expectation of punishment or cost eg coercion higher health insurance for smokers uses rules to remove the opportunity to do the be- haviour or increase the be- restriction haviour eg restricting screen time provides and example to aspire to or imitate modelling eg a woman's intro to cy- cling group 3 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc changes physical or social environmental restructur- context eg creating bike ing lanes increases the resources, or reduces barriers, to in- crease capability for the behaviour. This is BE- YOND education, training, enablement or environmental restruc- turing. e.g., providing people with an activity tracker to moni- tor exercise. observable, replicable, and irreductible compo- nents of an intervention eg proposed mechanisms of change behaviour change taxono- my designed to alter/direct processes which regulate behaviour provides shared language 4 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc for specifying behaviour change who delivers the BCT mode of implementation when delivering BCTs you other factors like frequen- need to consider cy, duration, sequencing, etc intervention development assessment of mecha- nisms accumulation of evidence synthesis of evidence taxonomy enables non-replication of what isn't effective faithful implementation of what isn't effective testing theories of change across 12 countries 400 participants investigated/designed/de- how was BCT version 1 livered behaviour change formed interventions provided 93 BCTs w labels into 16 domains 5 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc hierarchically structured classification system of techniques used in behav- BCT taxonomy iour change interventions provides a common lan- guage goals/planning feedback/monitoring social support shaping knowledge natural consequences comparison of behaviour associations hierarchical structure of repetition and substitution BCT comparison of outcomes reward and threat antecedent identity scheduled consequence self belief covert learning 6 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc goal setting (outcome goals) goal review action planning goals and planning problem solving commitment, discrepan- cies b/w situation now and end goal monitoring: others/self, be- haviour vs outcome feedback: behaviour vs feedback and monitoring outcome, biofeedback eg wearing a fitness track- er pratical emotional unspecified social support consider sources eg sharing step goal w friends info on antecedents (emo/psych/social factors) instructions reattribution: perceived causes for behaviour 7 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc behavioural experiments: test hypothesis about causes and conse- shaping knowledge quences eg info guides on how to do activity no manipulation of out- come info provided on health, social, environmental and emotions natural consequences salience of consequence anticipated regret make it memorable/per- sonal eg promo materials on consequences of sitting demonstration of behav- iour comparison of behaviour social comparison info on others approval connection or link b/w stim- associations ulus and behaviour 8 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc providing social or environ- prompts/cues mental stimulus to trigger change withdraw stimulus for be- reducing prompts/cues haviours environmental stimulus to predict reward to follow cue signalling when behaviour is to be done remove person from situ- remove reward access ation where unwanted be- haviour is rewarded remove aversive stimulus to increase/maintain be- escape learning havior repeated exposure to re- satiation duce desire systematic confronting of exposure stimulus to reduce re- sponse pairing together stimuli associative learning and responses, or behav- iors and consequences 9 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc Practice/rehearse the be- havior multiple times. Sub- stituting unwanted behav- ior with wanted or neutral behaviors. Making behav- Repetition and substitu- ior changes become like tion habits. Repeat behaviors in other contexts. Perform graded tasks related to the behavior that are initially easy, then become more difficult. A behavior change tactic based on positive punish- ment in which, contingent on the problem behavior, overcorrection the learner is required to engage in effortful behav- ior directly or logically re- lated to fixing the damage caused by the behavior graded tasks hierarchy of difficulties 10 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc info on consequences goal setting and review goals action planning problem solving instruction on behaviour demonstration of behav- iour common BCTs social comparison prompts/cues monitoring self/others feedback on behav- iour/outcomes social support behavioural re- hearsal/practice - credible source - pros and cons comparison of outcomes - comparative imagining of future Provide material or social incentives for performing reward and threat behavior. Inform about po- tential future punishment. 11 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc pharmacological support: using drugs to support be- haviour reduce negative emotions regulation for change paradoxical instructions: advised to do unwanted behaviour in an effort to re- duce motivation to do it context of behaviour, what is required to facilitate wanted behaviour can include antecedent techniques adding objects avoid/reduce exposure to cues distraction body changes physical change in setting restructuring environment socially encouraging posi- tive connections self as role model framing: new perspective incompatible beliefs: high- light discrepancy b/w be- 12 / 14  3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc haviour and self identity values self identity identity identity w changed behav- iour behavioural cost: remove valued item scheduled consequences punishment: remove aver- sive consequences remove (discontinued) approximation (shaping) completion: backward chaining situation specific: discrimi- nation training rewards can include incompatible reward alternate reward for alter- nate behaviour reduce frequency (reward is contingent on increasing duration/frequency) verbal persuasion about capability self belief mental rehearsal focus on past success 13 / 14 3018PSY WEEK 5 Study online at https://quizlet.com/_ddvjoc self talk (promote positive self dialogue) - imaginary covert learning - punishment, reward - vicarious consequences credible source from someone trusted 14 / 14