using data & the behaviour change wheel tanya fosdick & dan campsall
TRANSCRIPT
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Using Data & the Behaviour Change WheelTanya Fosdick & Dan Campsall
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Integrated Process Model
Campsall & Fosdick, 2014
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Evidence
• The bit we already do!• How to translate findings from MAST/other
research/other data sources into an effective intervention?• Bridging the gap between analysis and delivery
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Behaviour Change Wheel
Michie et al., 2011
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1. Define the problem in behavioural terms
• What behaviour? – Drink-driving• Where does the behaviour occur? – On the roads,
especially rural• Who is involved in performing the behaviour? -
Young males, aged 16 to 34 years old
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2. Select the target behaviour & prioritise
• Impact of changing behaviour?• Likelihood of changing behaviour?• Impact on other behaviours?• How to measure behaviour?
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Specify the target behaviour(s)
• Who?• What?• When?• Where?• How often?• With whom?
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What needs to change?
Michie et al., 2011
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Theoretical Domain Framework (TDF)
• Expand COM-B components• Physical Opportunity – Environmental context &
resources• Social Opportunity – Social Influences• Reflective motivation – Professional/social role and
identity - Beliefs about capabilities - Beliefs about consequences
• Automatic motivation – Reinforcement - Emotion
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COM-B components
Intervention Functions
Education
Persuasion
Incentivation Coercion Training Restrictio
n
Environmental Restructuring
Modelling
Enablement
Physical capability
Psychological capability
Physical opportunity
Social opportunity
Automatic motivation
Reflective motivation
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Behavioural Change Techniques
Education Training Modelling Enablement
Information about social & environmental consequences
Demonstration of the behaviour
Demonstration of the behaviour
Social support (unspecified)Social support (practical)
Information about health consequences
Instruction on how to perform a behaviour
Goal setting (behaviour)Goal setting (outcome)
Feedback on behaviour Feedback on behaviour Problem Solving
Feedback on outcomes of the behaviour
Feedback on outcomes of the behaviour
Adding objects to the environment
Prompts/cues Self-monitoring of behaviour
Action planning
Self-monitoring of behaviour
Behavioural practice/rehearsal
Self-monitoring of behaviour
Restructuring of physical environment
Review behaviour goal(s)
Review outcome goal(s)
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THEORY INTO PRACTICECreating the ‘Blazed & Wasted’ Campaign
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MAINTAINING A CREATIVE CONTEXT
• Process as Plumbline • Collaboration in Creativity• Capacity through Cooperation
• Safer Roads Response
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AN INTEGRATED CAMPAIGN DESIGN
• Launch Based Around World Cup• Themed materials Relevancy• Transferable collateral Longevity
• Broad Based Partnership
• Multifaceted Interruption Events• Traditional Print & Outdoor• Smartphone App• PR Strategy
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ENGAGEMENT
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ENABLEMENT
• Social Support• DES Cards• Mocktail Menus
• Action Planning• Public Transport• Support from Private Hire
• Restructuring Physical Environment
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MODELLING
Demonstrating Behaviour
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TRAINING
• Feedback on behaviour• Feedback on outcomes of the behaviour
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Education
• Information about social & environmental consequences• Information about health
consequences• Feedback on behaviour• Feedback on outcomes of the
behaviour• Prompts/cues• Self-monitoring of behaviour
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CAMPAIGN EVALUATION
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Evaluation
• Interruption events – difficult but not impossible to evaluate• Reflective evaluation design• Questionnaire designed to gather information on
COM-B Components
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Results
• 75% of under 26s said that they had learnt something about drinking and driving (compared to 48% of over 25s)
• 45% of under 26s admitted they were not aware of the penalties of drinking and driving before the event (compared to 82% of over 26s)
• Under 26s were less sure of their friends’ ability to avoid drink-driving
• There was more doubt about their ability to avoid drink-driving• 60% of under 26s said they were more likely to use alternative
transport• 30% increase in local bus usage after campaign!