Using Data & the Behaviour Change WheelTanya Fosdick & Dan Campsall

Integrated Process Model

Campsall & Fosdick, 2014

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

Behaviour Change Wheel

Michie et al., 2011

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

2. Select the target behaviour & prioritise

• Impact of changing behaviour?• Likelihood of changing behaviour?• Impact on other behaviours?• How to measure behaviour?

Specify the target behaviour(s)

• Who?• What?• When?• Where?• How often?• With whom?

What needs to change?

Michie et al., 2011

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

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

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)

THEORY INTO PRACTICECreating the ‘Blazed & Wasted’ Campaign

MAINTAINING A CREATIVE CONTEXT

• Process as Plumbline • Collaboration in Creativity• Capacity through Cooperation

• Safer Roads Response

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

ENGAGEMENT

ENABLEMENT

• Social Support• DES Cards• Mocktail Menus

• Action Planning• Public Transport• Support from Private Hire

• Restructuring Physical Environment

MODELLING

Demonstrating Behaviour

TRAINING

• Feedback on behaviour• Feedback on outcomes of the behaviour

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

CAMPAIGN EVALUATION

Evaluation

• Interruption events – difficult but not impossible to evaluate• Reflective evaluation design• Questionnaire designed to gather information on

COM-B Components

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!