improving road safety interventions for pre- and novice drivers by designing in behavioural change...
TRANSCRIPT
Improving road safety interventions for pre- and novice drivers by
designing in Behavioural Change Techniques (BCTs)
Fiona Fylan & Stephen Stradling
Young Driver Focus 2015 Conference
RAC, London 15 April
Behavioural Change Techniques (BCTs)
• Substantial research on predicting behaviour• Limited evidence base on changing behaviour• Health psychologists recognised a need for a common
language of behaviour changeA Taxonomy of Behaviour Change Techniques (Abraham and Michie, 2008)
TEACHING:by instruction; demonstration;
feedback
GIVING INFORMATION:
about risk; consequences;
approval
PLANNING: of general goals;
specific intentions; identifying
barriers
IMPLEMENTING: general
encouragement; graded tasks;
follow-up
SUPPORTING: by observing
others; gaining social support;
self-talk
MANAGING: time management;
stress management; self-
motivation
MONITORING: keeping a record;
using cues; reviewing goals
FEELING GOOD: providing rewards;
becoming a role model; relapse
preventionAGREEING: to live differently;
what and when to practice; publicly
signing a behavioural
contract
Six typical UK rs interventions for pre- and novice drivers
1. Presentations by road safety professionals to secondary
schools
2. Crash analysis investigation resource
3. Theatre in education
4. DVD discussion resource
5. 1-day Workshop on driving risks
6. Presentations by accident survivors
TEACHING:by instruction; demonstration;
feedback
GIVING INFORMATION:
about risk; consequences;
approval
PLANNING: of general goals;
specific intentions; identifying
barriers
IMPLEMENTING: general
encouragement; graded tasks;
follow-up
SUPPORTING: by observing
others; gaining social support;
self-talk
MANAGING: time management;
stress management; self-
motivation
MONITORING: keeping a record;
using cues; reviewing goals
FEELING GOOD: providing rewards;
becoming a role model; relapse
preventionAGREEING: to live differently;
what and when to practice; publicly
signing a behavioural
contract
6 5 4
1
0
TEACHING:by instruction; demonstration;
feedback
GIVING INFORMATION:
about risk; consequences;
approval
PLANNING: of general goals;
specific intentions; identifying
barriers
IMPLEMENTING: general
encouragement; graded tasks;
follow-up
SUPPORTING: by observing
others; gaining social support;
self-talk
MANAGING: time management;
stress management; self-
motivation
MONITORING: keeping a record;
using cues; reviewing goals
FEELING GOOD: providing rewards;
becoming a role model; relapse
preventionAGREEING: to live differently;
what and when to practice; publicly
signing a behavioural
contract
6 5 4
1
0
GIVING INFORMATION: about risk; consequences
e.g., Telling people about the increased risk associated with the unwanted behaviour, e.g., greater risk of crashing if they speed, use a mobile phone while driving or while crossing the road.
e.g., Telling people about what might happen to themselves and others if they are involved in a collision. This might be physical, psychological or financial consequences.
PLANNING: identifying barriers
e.g., Anticipating what might prevent people from carrying out the new behaviour and identifying how they can overcome any potential difficulties.
IMPLEMENTING: general encouragement
e.g., Giving the person praise and encouragement while they try to change, independent of the success they actually have in changing. For example, telling them that they are being responsible if they drive more slowly, or that they are keeping their friends safe if they insist on them wearing seat belts.
TEACHING: by instruction
e.g., Telling people how they can achieve the target behaviour. For example, telling children how to find a safe place to cross the road, telling drivers how to identify the speed limit.
MONITORING: using cues
e.g., Encouraging the person to identify prompts or cues in their environment to remind them of the target behaviour. For example, remembering to turn their phone off when leaving the house.
FEELING GOOD: becoming a role model
e.g., Encouraging people to identify who they might be a role model for and encouraging them to set a good example and to be a positive force in their communities.
Buttons not pressed, nor levers pulledGIVING INFORMATION: about approval
e.g., Telling people or encouraging them to consider what other people think of them engaging in the unwanted behaviour and/or the target behaviour.
PLANNING: of general goals; specific intentions
e.g., Getting people to set a goal for what they are going to achieve, for example to drive at an appropriate speed within the speed limit, to always wear a seat belt or to always cross the road at a pedestrian crossing.
e.g., Identifying exactly how these goals are to be met, including specifying when and where the target behaviour will be carried out and how it will be achieved. For example, to avoid talking on a mobile phone while crossing the road a young person can agree with their friends that they will phone or text when they arrive home rather than on the journey home.
IMPLEMENTING: setting graded tasks; follow-up
e.g., Setting the person tasks that are initially easy to perform and then gradually increase in difficulty until they have mastered the new behaviour. For example, teaching a child to cross the road might involve first teaching them to identify a safe place to cross, then how to look and listen for approaching traffic.
e.g., Making contact with the person again after the intervention to remind them of their behaviour change aspiration. For example, sending a magazine to young people that contains road safety messages or stories, or sending a handy tool (e.g., tyre pressure monitor) to drivers after they have attended a course.
[email protected]@leedsbeckett.ac.uk
Buttons not pressed, nor levers pulledTEACHING: by demonstration; feedback
e.g., Showing people how to do the target behaviour. For example taking children on a walk to show them how to check if it is safe to cross the road, or pointing out to drivers where to look for speed limit gateway signs or demonstrating how to do a commentary drive.
e.g., Observing people carrying out the target behaviour and giving them feedback on how they are doing and what they can do to improve further (coaching).
MONITORING: by keeping a record; reviewing goals
e.g., Asking the person to keep a record of their progress, for example a log of their journeys noting specific features, e.g., places safe to cross the road. It could also be a checklist where they note the safe behaviours they have engaged in, such as looking out for speed limit changes.
e.g., Encouraging people to review the progress they have made against their goal. For example, are they managing to always refuse a lift from a driver who has been drinking alcohol? Is there anything else that they need to do in order to meet their goal? (reflection)
FEELING GOOD: providing rewards; relapse prevention
e.g., Providing rewards (e.g., praise, financial incentives) upon achieving or maintaining a specific degree of change. For example, providing a financial incentive for drivers who have not had a collision (e.g., a no claims bonus) or cycle equipment for people who have passed a cycle course.
e.g., Once the change has taken place, enabling the person to continue to feel motivated to maintain the change and to feel in control of their behaviour. This might involve anticipating what might make it more difficult to continue to behave in this new way and to plan ways of avoiding these situations, or resisting temptation to revert to previous ways of behaving, and to start again if they have had a relapse.
Buttons not pressed, nor levers pulledSUPPORTING: by observing others; gaining social support; self-talk
e.g., Watching other people perform the behaviour. This can be in person or on a video clip.
e.g., Identifying other people who can help achieve the target behaviour. This might be asking friends for support, such as not to distract them while driving, or asking an employer to change an appointment schedule to reduce the risk of speeding (elicit positive peer pressure).
e.g., Encourage the person to talk themselves (out loud or silently) through how they will achieve or maintain the target behaviour. For example, it might be self-talk about being able to handle peer pressure around not wearing a cycle helmet, or conducting a commentary drive to help identify hazards and changes in speed limits (CBT: change internal dialogue).
AGREEING: to live differently; what and when to practice; publicly signing a behavioural contract
e.g., Getting people to choose a different way of living (or driving) that will involve different life choices.
e.g., Agreeing with people what and how often they are going to practise a specific activity in order to achieve the target behaviour (target setting).
e.g., Making a written pledge to behave in a particular way and signing it, witnessed by another person.
MANAGING: time management; stress management; self-motivation
e.g., Helping people to fit the new behaviour, plus any practice required, into their lifestyle. For example, highlighting the need to leave on time for journeys in order to resist the temptation to speed.
e.g., Helping people to identify and manage any stress associated with change
e.g., Encouraging the person to identify the benefits of changing their behaviour and therefore to increase their motivation to change. For example, this might be getting people to identify the benefits of not having any points on their licence and reminding themselves of this while they are driving.
What can we conclude?
• Typically only a small subset of the 27 BCTs have been used in rs
interventions for pre- and novice drivers.
• Research shows large changes in attitudes and intentions short-
term.
• Interventions based solely on increasing perceptions of risk,
warning about not changing, are unlikely to be effective.
• To achieve long-lasting change it’s probably important to address a
wider range of BCTs, such as those involving monitoring change,
supporting change, agreeing change, rewarding change and
feeling good about changing.
A process for developing rs interventions
• What’s the problem?• Identify the target behaviour(s) to change• Review the evidence base for influence and effectiveness• Develop the intervention using BCTs [those I CAN and CAN’T use]• Pilot the intervention, consulting receivers and deliverers• Adjust & Refine• Run intervention, and evaluate for short-term impact• Review for purse holders and stakeholders• Evaluate for long-term impact• Take a well-earned holiday• Simultaneously, advocate for GDL