HE3D321 Final Flashcards
(130 cards)
1
Q
What is a reliable way to make people believe in falsehoods?
A
Frequent repetition, because familiarity is not easily distinguished from truth
2
Q
What do Dual process models include?
A
- Automatic cognitive processes – independent of intentions, fast, and efficient
- Also include processes that do not depend on propositional mental representations (we don’t think about how true connected pieces of knowledge are)
3
Q
What does the Dual process model assume about the processes underlying behavior?
A
Can be broadly categorized into two systems, which are assumed to differ in
- the degree to which they can operate automatically (independent of intentions, fast, efficient)
- the degree to which they depend on propositional mental representations
4
Q
What is system 1 in the dual processing model (chart)?
A
Automatic
Fast
Low effort
Independent of working memory
5
Q
What is system 2 in the dual processing model (chart)?
A
Deliberative
Slow
High effort
Requires working memory
6
Q
What is system 1 in the duel processing model?
A
- functions under distraction, fatigue, and time pressure. And when such cognitive strains are absent.
- it is relatively independent from cognitive resources and therefore operates in an automatic manner,
- it is always active and can lead to responses
7
Q
What is a heuristic?
A
A mental shortcut that allows people to make decisions more quickly
- “shortcuts” that humans use to reduce task complexity in judgment and choice, and biases are the resulting gaps between normative behavior and the heuristically determined behavior
8
Q
What is Confirmation bias?
A
Having a preconception or hypothesis about a given issue, the tendency is to favor information that corresponds with their prior beliefs and disregard evidence pointing to the contrary. People then search, code, and interpret information in a manner consistent with their assumptions, leading them to biased judgments and decisions.
9
Q
What is Hindsight bias?
A
When people evaluate events or outcomes after they have occurred, they sometimes exhibit a hindsight bias when they judge the event as being more predictable then it was before it actually happened.
10
Q
What are Associative representations?
A
Connections between things that represent nothing more than mutual activation; e.g., ecological and green
11
Q
What is Accessibility?
A
The ease with which things in our memory are retrieved; usually depends on the recency and frequency of prior activation in memory
12
Q
What are 2 definitions of ‘Implicit’ attitudes?
A
- Encounter something in your environment and its associated evaluation is activated which spreads (presumes attitudes are difficult to control)
- Unconscious attitudes that people are unable to report (don’t even know they have the attitudes)
13
Q
How are higher implicit attitudes toward sedentary behaviour associated with PA?
A
Associated with significantly lower physical activity in participants with low and moderate executive functions, but not high executive functions
14
Q
What are ‘Gut reactions’?
A
- associations that exist in memory
(emotional, created through learning and experience)
15
Q
What are ‘Reasoned responses’?
A
- take the time to think
(can’t assume people do this)
16
Q
What are Habits?
A
Behaviours done with little thinking that occur by repeatedly performing a goal-directed behaviour in the same context; for example, automatically taking the stairs instead of the elevator
17
Q
How much time for habits to develop?
A
They take a long time (up to a year)
18
Q
What are the 3 key elements (steps) of habit?
A
- Action repeated in a consisted cue context
- Over time, this leads to the formation of a cue-response association in memory
- Once formed, the action becomes cue-contingent: the behaviour is automatically activated when the cue is encountered.
19
Q
How do habits operate?
A
Independently of goals
20
Q
What are habit cues?
A
Things such as physical location (a room in your house), completing a task (getting up), or a scripted sequence of events (brushing your teeth)
21
Q
How do habits change? (3 WORDS)
A
Through increased cognitive control, not through decreased habit strength
22
Q
How does habit formation work? (what is required)
A
- Requires the identification of a specific behaviour that can be performed easily in an enabling environment
- Materials need to be available (dental floss if you’re trying to develop the habit of flossing)
- Critical cue for action needs to be identified -event based cues are better than time-based cues. (after I eat dinner is better than 7 pm)
- A plan to do the action when the cue is encountered must be formed and enacted consistently over a long period of time
23
Q
How can you make a new healthy habit?
A
- Decide on a goal to achieve for your health.
- Choose a simple action that will get you towards your goal that you will do daily.
- Plan when and where you will do your chosen action. Be consistent: choose a time and place you encounter every day.
- Every time you encounter that time and place, do the action.
- It will get easier with time, within 10 weeks you should be doing it automatically without even thinking about it.
24
Q
What are Behavioural slips? What is an example?
A
- Strong habits are provoked by context cues without a person even realizing they are doing the action.
Ex: Study looked at smokers before and after a law was enacted that banned smoking in public places, including pubs.
Some smokers reported putting a cigarette in their mouth and lighting it, without thinking, and it was more likely to have happened when they were distracted like talking to someone.
25
How can you undo a habit?
- People are likely aware of habitual behaviour but unaware of cues that trigger it so need to work on preventing activation of the cue-response association
OR by preventing enactment of the habitual response by ignoring the cue, working to not do the behaviour, or substitute a different response.
- That is HARD to do!
26
What are some strategies to undo habits?
- Limit exposure to cues
- Habit discontinuity hypothesis: take advantage of new contexts to learn new habit
- Retrain mental associations
- Ignore cue or substitute new action in response to cue
- Use monitoring and effortful inhibition to limit responding
27
What is affect (emotions)?
We do things we like to do and so will do those things more automatically than things we don’t like to do and have to work up our motivation
28
How is affect defined?
As an evaluative neurobiological state that is demonstrated by:
- Coordinated patterns of physiological (hormones, heart rate) and involuntary behavioural (facial expression, vocalizations) changes
- Subjective feelings (what we say we are feeling: angry, happy, sad, embarrassed)
29
Affect is an “umbrella” term that
encompasses what?
Core affect, emotions, mood
30
What is core affect?
Responses such as pleasure/displeasure
- Always present when conscious but not always the focus of attention
- Changes in core affect underlie more complex appraisal-based emotions and moods
31
What are Emotions?
(anger, fear, sorrow, joy) involve appraisals of specific things which lead to physiological and/or behavioural responses
ex: if you’re angry because you think you
weren’t treated fairly, you might have increased heart rate, flushed skin, a scowl, and an increase in negative core affect
32
What is Mood?
(happy, sad, anxious) involve the same things as emotions but are broader, last longer, and are less focused on a specific thing. Ex: you might be grumpy but you can’t attribute it to anything specific and it can last for a long time
33
What is Affect change
Generally through messages
- Including fear appeals
- Targeting affective attitudes
- Anticipated affect – Usually anticipated regret; Ex, if I do not go for cancer screening, I will feel regret
34
What type of messages are needed?
Messages are needed that target positive affect in combination with messages that give self-regulatory tips.
35
What is the difference of thinking about gains vs. thinking about loss?
If we are thinking about gains, we want to avoid risk but when thinking about loss, people are more open to thinking about risk
Preventive behaviours generally better promoted by gain-framed messages and detection behaviours better with loss-framed.
36
What is an example of prevention through
1. Gain-framed
2. Loss-framed
1. Bring physically active improves mood.
2. Not being physically active can increase risk of depression.
37
What is an example of detection through
1. Gain-framed
2. Loss-framed
1. Early detection of cancer can save your life
2. Late detection of cancer can lead to premature death
38
What is Reactance?
An emotional response to attempts at coercion, prohibition or regulation
- Leads people to take opposite view of what is imposed
- Motivates people to do the opposite of what is recommended
39
What is Cognitive dissonance?
Psychological discomfort that occurs when a person encounters counter-attitudinal information.
- Motivation to reduce the dissonance
- Could discredit the course of the counter-attitudinal information
- Avoid contradictory information
- MIGHT actually adjust their attitudes in the direction of the new information.
40
How can you avoid reactance?
Gentle messages – only slightly off neutral in content
41
What are Attitudes?
Evaluations of objects, persons, behaviours, ideas, or events.
Typically thought of in terms of valence such as bad/good, positive/negative, dislike/like
42
What are attitudes central in?
- How we view others: like, love, hate;
- Interpersonal relations: stereotypes, prejudice, discrimination
- How we view objects including consumer items, where we live, our environment
- How we view policies such as mandatory vaccinations or seatbelt laws
43
Where are attitudes stored?
Long-term memory
44
What is the Elaboration likelihood model?
- Routes to attitude change (could be positive or negative)
- Central Route Processing
- Peripheral Route Processing
45
What is Central route (systematic) processing?
(LOTS of thinking)
- Involves greater cognitive elaboration
- Meaning of message is critical to persuasion
46
What is Peripheral route processing?
(VERY LITTLE thinking)
- Involves little systematic processing
- Other characteristics of message or likely more important
47
What is Central route to persuasion?
Asking people to consider the information
- People have time
- People have knowledge
- The topic is personally relevant
- Decision made on basis of: Strength of arguments, Fairness of arguments
- Central processing is associated with more stable attitude change.
48
What is Peripheral route to persuasion?
Relies much less on thinking and more on heuristics
- People don’t have time
- People don’t have capability
- No knowledge
- Poor message content
- Message does not have sufficient arguments
- Message is not personally relevant
- Decision made on basis of ‘peripheral cues’ such as:
Expertise
Large number of arguments
Consensus
Attractiveness, colours, etc
Peripheral processing generally leads to weak, temporary attitude change
49
What do stronger pre-existing attitudes result in?
Bigger reactance to strong messages
50
What are ‘neutral’ pre-existing attitudes?
More likely to consider two sides of an argument
51
How can you create a positive attitude toward desired behaviour? (health promoting behaviour)
- Present attractive; ‘expert’; reliable model
- Positive information about
*the performance of a behaviour
*the outcomes of a behaviour
- For long term behaviour change
*This should be central route: encourage deep processing (thinking)
52
How can you create a negative attitude toward undesired behaviours? (health harming behaviour)
- Create negative beliefs about
* Behaviour
* outcome of behaviour
- Use attractive, sometimes high status, trustworthy models
- Some behaviours need more of a focus on peripheral decision making
* Health risk behaviours are ‘spur of the moment’ (e.g., smoking) want to create accessible cues to action
53
What is Self-regulation?
The processes through which people are able to achieve goals
- Re-evaluation of beliefs, self-monitoring and goal-setting
54
What are Motivational phases?
Concludes with the decision to pursue a goal or not
55
What is the Volitional phase?
Putting in a plan to meet the goal
56
What is motivation?
The desire to pursue a goal
- Need to recognize that people are ‘motivated’ all the time
- They are just not necessarily motivated toward the goal they – or others – think they should be motivated toward
57
Motivation for most of the attractive alternatives tends to be?
- More intrinsic (self-determined) (you chose it)
- Behaviours for which you have higher self efficacy
- Behaviours that pose no ego-threat (no risk of failing)
- Behaviours you feel positively about
58
What is the Information-motivation-behavioural skills model (IMB)
A planning tool to develop behaviour change interventions that target regulatory processes
59
What are the 3 useful questions the Information-motivation-behavioural skills model (IMB) asks?
1. Are people informed?
* If behaviour is considered important, information might be enough to change behaviour.
2. Are they motivated?
* Which element(s) of motivation are missing? Techniques can be applied.
3. Do they have the skills needed to act?
* Might not act if they don’t have the right skills. Learning the skills usually requires engaging, easy-to-understand, and graded instruction, chance for practice and feedback.
60
How does changing motivation through information provision work?
- Providing information can be considered as a ‘cue to action’
- In general, information is necessary but not sufficient to change behaviour
- Source credibility can be powerful (even if info is not accurate)
- Presenting both sides of an argument is more effective
- Information has to be understandable and wanted.
61
What are 3 things to consider when providing information?
- Are the people interested in the information?
- Are the people able to understand the information?
- Presentation of the information
62
What is persuasion?
One person (or people) convincing another person (or people) of an argument
63
What are the 2 Social influence motives and principles used for persuasion?
- Informational influence – basis of expert power
- Normative influence – want to feel good about ourselves and being accepted by others is an important part of that
64
What does Conformity mean for persuasion?
Majority can have both informational and normative influence.
To convert to minority view, the minority needs to be consistent, committed, confident and fair to prompt people with the majority view to consider the minority position
65
How should messages be chosen for persuasion?
- Should tie to theoretical variables
- Each message will usually only target one variable
- The theoretical variable should be chosen on the basis of what you know about your audience already (the KEY thing that needs to change)
66
What is important to know for message content targeting?
- Specificity of who the intervention will target and what behaviours
- Important to start with knowing what needs to change and at what level
Intra-personal – individual level change (e.g., self-efficacy)
Inter-personal – between people
Inter-group
- Health behaviours can be influenced at an organizational level (worksites, schools), at a community level, and at a societal level
67
What does the PLAYshop intervention include?
1. Educational Training
* 60 minute virtual workshop delivered by a
trained facilitator
2. Educational Resources
* Handouts
3. Material resources
* Equipment goody bag provided with
inexpensive active play equipment (ball, bean bag, balloons)
4. Follow-up Support
* Gain access to app with online toolkit
* Four bi-weekly booster lessons
68
What is the COM-B Model?
* Capability (C) refers to the physical and
psychological ability to enact the behavior.
* Motivation (M) refers to the reflective or
automatic mechanisms that activate or inhibit behavior.
* Opportunity (O) refers to the social and
physical environment that enables the behavior.
69
In current PLAYshop studies, what are the four published recommendations on recruitment and engagement of low SES families that they follow?
1) Reduce barriers to participation
* Cost, transportation, childcare, time, work schedule conflicts, language
2) Build trust and connections with families through already established connections of our knowledge users and their networks
3) Multiple strategies for recruitment
4) Clearly explain the potential benefits of participating
70
What were the results from PLAYshop Study 1: 2018, Non-randomized, single-group design feasibility study
* Increases in parental self-reported knowledge and confidence to support their children’s physical literacy development
* ~82% of parents found the workshop extremely useful
* ~95% of parents satisfied with workshop content and delivery
* Parents required more support after workshop
* Resources (handout and equipment bag) and app have been introduced since
71
What were the results from PLAYshop Study 2: 2019/2020 - Systematic controlled pilot trial?
* Increases in parental knowledge, perceived availability of resources, and confidence to support children’s PL development
* Parents reported applying workshop learnings at home at 2-month follow-up
* Study ended early due to COVID-19
72
What were the results from PLAYshop Study 3: 2021 - Non-randomized, single-group design feasibility study?
* In-person converted to virtual workshop
* Virtual assessment of children’s fundamental movement skills (FMS)
* Added two booster emails
* ~84% of parents found the program very useful
* ~94% of parents satisfied with workshop content and delivery
* Virtual FMS assessment had high completion rates (>90%) and reliable scoring.
* Increase was observed in the hop score
73
What is new in PLAYshop Study 4:
2022/2023 - Randomized controlled trial?
* Examining child outcomes:
* Physical literacy (fundamental movement skills, motivation and enjoyment)
* Physical activity
* Examining family outcomes:
* Co-participation in physical activity
* Inclusion of an app with resources and four booster lessons
74
What is new in PLAYshop Study 5 (PLAYshop Expansion): 2022/2023 - Randomized controlled trial?
* Focus on parental outcomes and child outcomes in families of lower socioeconomic status (SES).
* Focus on level of and factors that influence implementation at the family and program delivery level when working with families of lower socioeconomic status (SES).
75
What is the Principle of compatibility?
All the theoretical constructs have to align with the defined behaviour, including its action, context, and timeframe.
76
What is an Intervention?
* Are based on trying to change one (or more) of the constructs
* Ex: can try to increase a person’s belief in the positive outcomes of a behaviour (targeting attitudes)
77
What are the 7 considerations for intervention mapping?
1. What is the problem that needs to be addressed?
2. Analyze the problem in behaviours terms.
3. Choose appropriate theory.
4. What are the hypothesized mechanisms of behaviour change and intervention components?
5. Develop the actual intervention.
6. Implementation and adoption of the intervention.
7. Evaluate the intervention.
77
What are the 7 considerations for intervention mapping?
1. What is the problem that needs to be addressed?
2. Analyze the problem in behaviours terms.
3. Choose appropriate theory.
4. What are the hypothesized mechanisms of behaviour change and intervention components?
5. Develop the actual intervention.
6. Implementation and adoption of the intervention.
7. Evaluate the intervention.
78
What is the intervention mapping process?
1. Needs assessment
2. Intervention objectives
3. Processes and techniques
4. Intervention assembly
5. Adoption and implementation
6. Evaluation
79
What is Step 1 of the intervention mapping process?
- Identify the context of the intervention which includes the target population, the setting, the community
- State the goals of the program
- What is the specific behaviour change targeted?
80
What is Step 2 of the intervention mapping process?
- What are the expected outcomes for the behaviour?
- What are the determinants of behavioural outcomes?
81
What is Step 3 of the intervention mapping process?
- Choose a theory, and evidence-based change methods
- How will you deliver those methods?
82
What is Step 4 of the intervention mapping process?
- Prepare materials
- Create messages, materials, and protocols
83
What is Step 5 of the intervention mapping process?
- Who is going to administer or facilitate the program?
- How long will the intervention go on for?
84
What is Step 6 of the intervention mapping process?
- How will you know the program was effective?
85
What are the 12 steps of Structure of interventions?
1. The specific behaviour change(s) targeted
2. Modifiable processes operating at different levels that regulate behaviour – (determinants of a behaviour).
3. Intervention content - what techniques used?
4. Mode of delivery (face to face? Internet?)
5. Intervention components – methods & materials used
6. Setting (workplace)
7. Fit between intervention and cultural and practical context
8. Characteristics and qualifications of those delivering the intervention
9. Intensity – how long is each session?
10. Overall duration – how many sessions over a given time period?
11. Fidelity (adherence to design)
12. Evaluation of intervention
86
What are 3 effective behaviour change methods?
1. target a determinant that predicts behaviour;
2. must be able to change that determinant;
3. must be translated into a practical application in a way that preserves the parameters for effectiveness and fits with the target population, culture, and context.
87
When selecting behaviour change techniques it is assumed that?
- Intervention developer has identified which behavior to change, and whose behavior this is (ex: of a target population individual)
- The relevant determinants and underlying beliefs have been identified.
88
What are Exercise Referral Schemes (ERSs)?
An opportunity for healthcare providers to include physical activity as part of a healthcare plan
89
What do Exercise Referral Schemes (ERSs) do?
ERSs direct patients to individualized exercise plans which may be of benefit in the treatment and management of a multitude of health concerns
90
Important things to understand about a user group include their:
Demographic characteristics and current behavior.
Beliefs and feelings about behaviors targeted by the intervention.
Needs, capabilities, and preferences.
Social identities and context.
Environmental barriers and facilitators.
91
What is tailoring?
Tailoring means delivering different information relevant to individuals who vary on particular characteristics
92
What is targeting?
Targeting means adapting interventions for different population groups particularly for underserved populations
- TRUST and CREDIBILITY are very important
93
What is self-tailoring?
Self-tailoring has users be involved in the process, choosing what tools, techniques, or information they think might be most relevant and useful.
94
What 2 things can help or hinder
behaviour change?
Habitual and environmental factors
95
What are habitual behaviours?
Habitual behaviours are automatically prompted by our environments, so behaviour change can be enhanced if the intervention is designed to fit with usual routines or existing environments
96
What are the 5 steps of RE-AIM?
1. Reach the target population
2. Effectiveness or efficacy
3. Adoption by target staff, settings, or institutions
4. Implementation consistency, costs and adaptions made during delivery
5. Maintenance of intervention effects in individuals and settings over time
97
What is the goal of RE-AIM?
To encourage program planners, evaluators, funders, and policy-makers to pay more attention to essential program elements including external validity that can improve the sustainable adoption and implementation of effective, generalizable, evidence-based interventions
98
What is Reach?
The absolute number, proportion, and representativeness of target individuals who are willing to participate in a given initiative
99
What is effectiveness and efficacy?
The impact of an intervention on important outcomes, including potential negative effects, quality of life, and economic outcomes.
100
What is adoption?
The absolute number, proportion, and representativeness of settings and intervention agents who are willing to initiate a program
101
What is implementation?
The intervention agents' fidelity to the various elements of an intervention's protocol. This includes consistency of delivery as intended and the time and cost of the intervention.
102
What is maintenance?
The extent to which a program or policy becomes institutionalized or part of the routine organizational practices and policies.
- individual level: long-term effects of a program on outcomes after 6+ months
- organizational level: if the program is still being implemented over time
103
Many behaviour change intervention studies are what
Efficacy trials – conducted under ideal or controlled conditions
104
What is the key to maximizing engagement with interventions?
Listen to and understand the target users of the intervention and address their needs, concerns, and preferences.
105
How many people with ‘symptoms’ seek advice from HCP (health care professional)?
1/3 of people
106
What are the 5 Components of illness representations?
Identity
- the name or label of a threat (sore throat, cancer)
Cause
- the threat's causal mechanism (hereditary, external, internal)
Consequences,
- Perceptions of the consequence of a threat (minor / major)
Timeline
- the threat's time trajectory (acute, chronic, cyclical)
Control/cure
- Can the threat be controlled? Will medical intervention help? Can be related to personality
107
What is Compliance?
The overt behaviour of one person that conforms to the wishes or the behaviours of others
- A compliant person does not necessarily believe in what they are doing
108
What is adherence?
Behave according to; follow in detail
- An adherent person believes in what they are doing
109
How is adherence used?
Used to imply a more active, voluntary collaborative involvement of the patient in a mutually acceptable course of behaviour to produce a desired preventative or therapeutic result.
110
What is non-adherence?
The failure to fully comply with treatment recommendations for modification of a health habit or an illness state.
111
What is creative non-adherence?
The modification or supplementation of a prescribed treatment regimen on the basis of privately held theories about the disorder or its treatment (can't afford, concerns about treatment)
112
What are 3 frequencies (%) for medical advice?
- non-adherence with medical or health advice is approximately 50%
- 38% of patients do not follow short-term treatment plans
- 43% do not adhere to recommendations for long-term treatment
113
What are 3 frequencies for lifestyle?
- 75% of all people do not stick to recommended healthy lifestyles
- Dietary regimens range from 30% to 70% compliance
- Exercise programs ⇨ 50% drop out within 6 months
114
What influences adherence?
Symptoms
- Persistent
- Perceived as serious representation
- Perceived as ‘curable’
- Interfere with other goals or activities
Treatments
- Perceived to be effective
- Don’t interfere with other goals or activities
- Not complex or difficult to adhere to
- Short term
115
Which 3 factors influence adherence?
1. Characteristics of the target person
2. Characteristics of the person giving advice
3. Normative influences:
- Subjective norms – social pressure including injunctive norms
- Descriptive norms – what do people like me do?
116
What is concordance?
Collaboration between patients and HCPs
Patient-centred with the patient asking questions.
Time for discussion is needed
“tailor the treatment to the patient's lifestyle, not the other way round”
117
What do Social ecological models emphasize?
Multiple levels of influence (such as individual, interpersonal, organizational, community, and public policy) and the idea that behaviors both shape and are shaped by the social environment
118
What do Social ecological models describe?
The various levels of social influence
119
What is Environmental specificity?
The same person will behave differently when observed in different environments
120
What is the Ecological Approach and what are the 3 steps?
The interaction of behaviour and environment is the essence of the ecological approach to health promotion
1. Environment largely controls or sets limits on the behaviour that occurs in it
2. Changing environmental variables results in the modification of behaviour.
3. But people are also producers of their environments
121
What is reciprocal determinism from Social Cognitive theory?
- behavior, person, environment – interact with each other in reciprocal ways.
- the relative influence of each factor will vary across settings and for different behaviors.
- a challenge for many ecological models is they are “high-level” general frameworks that do not explicitly explain or guide methods or interventions to change behavior.
122
What are 3 implications for practice for 1. Acquiring new behaviours is a process, not an event, and often entails learning by performing successive approximations of the behaviour?
- Emphasize gradual change
- Expect individual differences in readiness to change.
- Develop program elements specific to each step in the behaviour change process.
123
What type of reinforcers are less effective in changing behaviour?
Delayed reinforcers
124
What are 3 implications for practice for 2. Psychological factors, notably beliefs and values, influence how people behave?
- Develop program components that target beliefs – such as perceived risk.
- Develop program components that target values – such as personal benefits.
- Recognize that there are multiple beliefs and values underlying each belief or valu
125
What are 4 implications for practice for 3. The more beneficial or rewarding an experience, the more likely it is to be repeated; the more punishing or unpleasant an experience, the less likely it is to be repeated?
- Think about what is immediately reinforcing or punishing about a particular behaviour
- Program components that cause people to experience personal control, success or social recognition are reinforcing
- Teach individuals to be self-reinforcing (e.g., goal setting or selftalk)
- If there is a fear component make sure it can be resolved (PMT)
126
What are 4 implications for practice for 4. Social relationships and social norms have a substantial and persistent influence on how people behave?
- Modeling of behaviours by significant others
- Know what the person’s social motive for change is
- Create social pressure (contracts, public announcements)
- Changing health practices within social groups increases the potential for sustained behaviour change.
127
What is 1 implication for practice for 5. Individuals are not passive responders, but have a proactive role in the behaviour change process?
- Involve members of the target audience in developing health education messages, programs and intervention strategies.
128
What are 2 implications for practice for 6. Behaviour is not independent of the context in which it occurs; people influence, and are influenced by, their physical and social environments?
- Environmental changes are needed which promote and facilitate individual change.
- Comprehensive, ecological interventions are needed at multiple levels
129
What are 2 implications for practice for 7. The process of applying behavioural science theories in practice situations should be guided by research and evaluation methods?
- Knowledge of the empirical literature.
- Appropriate designs to provide evidence of cause-effect relationships.
