Academic Help for Behaviour Change Theories Assignment

Workshop Overview

• Underlying factors to consider in behaviour change

• Classic behaviour change theories

• Modern behaviour change theories

• Concluding remarks

Explaining Health Behaviour

Distal Influences of Health Behaviour

• Age

• Gender

• Personality

• Policy and legislation

• Environment

Coping Strategies & Styles

• Attributional style

Beliefs and Intentions

Perception

• Unrealistic optimism – optimistic bias

• Lack of personal experience with the problem

• Belief one can personally prevent the problem

• Belief that as the problem is not present now, it will not be present in the future

• Belief that the problem is infrequent so that the personal risks are almost nil

Other Concepts

• Self-efficacy

• Self-justification

Socio-Cognitive Behaviour Change Theories

1. Health Belief Model (HBM)

2. Theory of Planned Behaviour (TPB)

3. Social Cognitive Theory (SCT)

4. Transtheoretical Model of Change (TTM)

5. Precaution Adoption Process Model (PAPM)

6. Self-Determination Theory (SDT)

7. COM-B Model

Health Belief Model (HBM)

Key Constructs:

• Perceived susceptibility

• Perceived severity

• Perceived benefits

• Perceived barriers

• Likelihood of behaviour

• Cues to action

• Self-efficacy

Strengths:

• Simple and intuitive

• Useful for preventive health behaviours

• Highlights individual beliefs

Limitations:

• Does not account for habitual behaviours

• Limited social influence consideration

• Assumes rational decision-making

Applications:

• Vaccination uptake

• Screening behaviours

• Medication adherence

Behaviour Change Techniques:

• Information provision

• Risk communication

• Prompting intention formation

Theory of Planned Behaviour (TPB)

Strengths:

• Predicts intention well

• Includes social norms

• Applicable across behaviours

Limitations:

• Does not address post-intentional phase

Applications:

• Smoking cessation

• Physical activity

• Dietary change

Behaviour Change Techniques:

• Goal setting

• Social support

• Self-monitoring

Social Cognitive Theory (SCT)

Core Constructs:

• Reciprocal Determinism

• Observational Learning

• Self-Efficacy

• Outcome Expectations

• Reinforcement

Strengths:

• Accounts for environmental and social influences

• Can be tailored

Limitations:

• Complex to operationalize

• Less predictive power for intention (than TPB)

Applications:

• Chronic disease management

• Health promotion campaigns

Behaviour Change Techniques:

• Modeling

• Skill training

• Reinforcement

Self-Determination Theory (SDT)

Basic Needs Fulfilments:

• Autonomy

• Competence

• Relatedness

Motivation Type:

• Autonomous motivation → Positive outcomes (behaviour change)

Strengths:

• Focuses on intrinsic motivation

• Applicable to long-term behaviour change

Limitations:

• Less emphasis on external influences

• Harder to measure constructs

Applications:

• Physical activity

• Mental health interventions

Behaviour Change Techniques:

• Autonomy support

• Competence building

• Relatedness enhancement

COM-B Model

Behaviour = Capability + Opportunity + Motivation

• Opportunity: Physical and social environments that enable behaviours

Strengths:

• Comprehensive and integrative

• Basis for Behaviour Change Wheel

Limitations:

• Requires a detailed behavioural diagnosis

• Broad categories

Applications:

• Smoking cessation

• Physical activity

• Policy design

• Public health interventions

Behaviour Change Techniques:

• Environmental restructuring

• Enablement

• Education

Transtheoretical Model (TTM)

Strengths:

• Stage-based approach

• Useful for tailoring interventions

Limitations:

• Stages may not be discrete

• Limited predictive validity

Precaution Adoption Process Model (PAPM)

Seven Stages:

1. Unaware of the issue

2. Unengaged

3. Considering whether to act

4. Deciding not to act (exit)

5. Deciding to act

6. Action

7. Maintenance

Limitations:

• Lack of longitudinal testing

Concluding Remarks

• Behaviour change is challenging and often context-specific

• Most models have similarities

• Multifaceted

• Confidence or competence are important factors

• Some models help understand behaviour change (successful or unsuccessful), others are progressive or measurement-based

• Context-dependent, some models will be better suited than others

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Assessment Requirements – Brief Summary

The assessment aimed to provide students with a comprehensive understanding of behaviour change in health contexts. The key requirements included:

• Analyzing underlying factors in behaviour change such as age, gender, personality, policy, and environment.

• Exploring classic and modern behaviour change theories, including:

  • Health Belief Model (HBM)

  • Theory of Planned Behaviour (TPB)

  • Social Cognitive Theory (SCT)

  • Transtheoretical Model of Change (TTM)

  • Precaution Adoption Process Model (PAPM)

  • Self-Determination Theory (SDT)

  • COM-B Model

• Applying theoretical frameworks to explain how health behaviours are shaped, using key constructs like perceived susceptibility, self-efficacy, observational learning, and autonomous motivation.

• Discussing strengths and limitations of each theory.

• Identifying practical applications and behaviour change techniques (e.g., goal setting, modeling, environmental restructuring) for promoting health interventions.

• Providing concluding remarks about the complexity and context-dependence of behaviour change models.

Assessment Approach – Academic Mentor’s Step-by-Step Guidance

Step 1: Understanding the Framework of Behaviour Change

The mentor began by explaining the purpose of behaviour change models in the context of health promotion.
Students were asked to reflect on real-world examples where behaviour change is required (e.g., vaccination uptake, smoking cessation).

Step 2: Distal Influences of Health Behaviour

Students were guided to explore distal influences such as:

• Age, gender, personality

• Policy and legislation

• Environmental factors
  The mentor encouraged the student to analyze how these influences indirectly shape health decisions.

Step 3: Coping Strategies & Attributional Styles

The student was introduced to attributional styles and coping strategies, emphasizing how personal beliefs about control and attribution affect behaviour change.

Step 4: Beliefs, Intentions, and Perception

The academic mentor explained concepts like:

• Unrealistic optimism

• Self-efficacy

• Self-justification
  These were discussed in detail to help the student understand how perceptions and biases shape individual health decisions.

Step 5: Classic and Modern Behaviour Change Theories

For each theory, the mentor structured the learning as follows:

• Introduce the theory with key constructs.

• Discuss strengths and limitations in application.

• Present real-life applications (e.g., chronic disease management, policy design).

• Outline behaviour change techniques that stem from the theory (e.g., modeling, goal setting, environmental restructuring).

The student was supported in summarizing these models clearly and concisely, ensuring they could differentiate between the approaches.

Step 6: Practical Applications

The mentor provided examples such as:

• Vaccination campaigns (HBM)

• Smoking cessation programs (TPB, COM-B)

• Mental health interventions (SDT)
  This step helped the student contextualize theory into practice.

Step 7: Concluding Remarks and Reflection

The mentor emphasized that:

• Behaviour change is multifaceted and context-specific.

• Not all models are universally applicable.

• Students must critically evaluate when and how to apply each model.
  A reflective exercise encouraged the student to express their understanding of the challenge of behaviour change.

Final Outcome and Learning Objectives Covered

The student completed the assessment with a structured document covering:

• Detailed descriptions of all relevant theories.

• Key behavioural constructs and their applications.

• Strengths and limitations of each theory.

• Real-world examples of behaviour change interventions.

• A critical reflection on the complexity and context-dependence of the models.

Learning Objectives Achieved:

• Analyze underlying factors that influence health behaviour.

• Apply major behaviour change theories in a structured manner.

• Critically assess the strengths, limitations, and applications of behaviour change theories.

• Develop insight into practical behaviour change techniques.

• Demonstrate reflective thinking on theory versus practice in health behaviour change.

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