No/ Label [21] | Definition | Sections | Example within LWWA website |
---|---|---|---|
Goals and planning | |||
1.1 Goal setting (behaviour) | Set or agree on a goal defined in terms of the behaviour to be achieved | 4Â week challenge | Users commit to taking their preventer inhaler regularly for 4Â weeks. |
1.2 Problem solving | Analyse, or prompt the person to analyse, factors influencing the behaviour and generate or select strategies that include overcoming barriers and/or increasing facilitators (includes ‘Relapse Prevention’ and ‘Coping Planning’) | My asthma Concerns & queries 4 week challenge | Users are prompted to consider reasons why they find it difficult to take their inhaler regularly (choosing from a list or free texting own). Users are then presented with sample strategies to overcome identified barriers. |
1.3 Goal setting (outcome) | Set or agree on a goal defined in terms of a positive outcome of wanted behaviour | Intro | Users are asked to identify how their asthma can negatively affect their everyday lives. They are then asked to review positive outcome goals to overcome these negative effects. |
1.6 Discrepancy between current behaviour and goal | Draw attention to discrepancies between a person’s current behaviour (in terms of the form, frequency, duration, or intensity of that behavior) and the person’s previously set outcome goals, behavioural goals or action plans (goes beyond self-monitoring of behaviour) | Asthma Review | Asks validated questions to determine if currently putting up with asthma symptoms while believing themselves to be well controlled. |
1.9 Commitment | Ask the person to affirm or reaffirm statements indicating commitment to change the behaviour Note: if defined in terms of the behaviour to be achieved also code 1.1, Goal setting (behaviour) | 4Â week challenge | Users tick three statements confirming they are committed to taking their preventer inhaler regularly for the duration of the 4Â week challenge. |
Social support | |||
3.1 Social support (unspecified) | Advise on, arrange or provide social support (e.g. from friends, relatives, colleagues,’ buddies’ or staff) or non-contingent praise or reward for performance of the behaviour. It includes encouragement and counselling, but only when it is directed at the behaviour | Concerns & queries | ‘Where can I talk to other people about asthma’ section details and links to online forum, local support groups, and advice lines. |
Shaping knowledge | |||
4.1 Instruction on how to perform a behavior | Advise or agree on how to perform the behaviour (includes ‘Skills training’) | Treatments Asthma Review Exercise | Users are given step by step instructions on how to use an inhaler correctly. This is followed up by a video demonstration. |
4.3 Re-attribution | Elicit perceived causes of behaviour and suggest alternative explanations (e.g. external or internal and stable or unstable) | Concerns & queries | Describe common reasons why people with asthma put up with symptoms, illustrating that these beliefs are mistaken and providing alternative explanations for the symptoms. |
Natural consequences | |||
5.1 Information about health consequences | Provide information (e.g. written, verbal, visual) about health consequences of performing the behaviour | Intro My asthma Treatments Asthma review Exercise Concerns & queries Action plans | Information provided that people who attend for regular asthma reviews have fewer symptoms and fewer asthma attacks. |
5.3 Information about social and environmental consequences | Provide information (e.g. written, verbal, visual) about social and environmental consequences of performing the behaviour | Asthma review Exercise | Information provided that people who attend for regular asthma reviews have fewer days off school and work, and fewer limitations in activities. |
5.6 Information about emotional consequences | Provide information (e.g. written, verbal, visual) about emotional consequences of performing the behaviour | Concerns & queries | People with asthma describe feeling embarrassed or ashamed taking inhalers in public. Information provided to overcome these concerns and increase confidence about using medications in public. |
Comparison of behaviour | |||
6.1 Demonstration of the behaviour | Provide an observable sample of the performance of the behaviour, directly in person or indirectly e.g. via film, pictures, for the person to aspire to or imitate (includes ‘Modelling’). | My asthma Treatments Asthma review Exercise Action plans | Quotes for adults with asthma demonstrating how their lives changed for the better when they started taking their inhalers regularly. |
6.2 Social comparison | Draw attention to others’ performance to allow comparison with the person’s own performance | My asthma Concerns & queries | In those who have identified that their asthma affects their work they are advised that this is the case with up to 40 % of people with asthma. |
6.3 Information about others’ approval | Provide information about what other people think about the behaviour. The information clarifies whether others will like, approve or disapprove of what the person is doing or will do | Asthma review | Quote from practice nurse praising people who proactively attend for asthma reviews. |
Associations | |||
7.1 Prompts/cues | Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance | 4Â week challenge Emails | Users who sign up to the 4Â week challenge are sent weekly emails to remind them of the challenge and prompt them to continue. |
Repetition and substitution | |||
8.2 Behavior substitution | Prompt substitution of the unwanted behaviour with a wanted or neutral behaviour | Exercise | Users are provided with sample strategies to increase their levels of physical activity such as walking to the shops rather than taking the car, or giving up a TV programme for a dance class. |
8.3 Habit formation | Prompt rehearsal and repetition of the behaviour in the same context repeatedly so that the context elicits the behaviour | 4Â week challenge | Strategies for prompting users to remember to take inhalers are suggested such as using them at the same time as teeth brushing or the evening meal. |
Comparison of outcomes | |||
9.1 Credible source | Present verbal or visual communication from a credible source in favour of or against the behaviour | Exercise | Bradley Wiggins quote describing how asthma doesn’t stop him exercising. |
Antecedents | |||
12.5 Adding objects to the environment | Add objects to the environment in order to facilitate performance of the behaviour. | 4Â week challenge | Strategies for prompting users to remember to take inhalers are suggested such having an extra inhaler at work, if they regularly forget their morning dose. |
Self-belief | |||
15.1 Verbal persuasion about capability | Tell the person that they can successfully perform the wanted behaviour, arguing against self-doubts and asserting that they can and will succeed | Exercise (external video) | Users are directed to a video which promotes the message that anyone regardless of health status and fitness levels can successfully increase their levels of physical activity. |