Using Data & the Behaviour Change
Wheel
Tanya 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
Physical capability
Psychological
capability
Physical
opportunity
Social opportunity
Automatic
motivation
Reflective
motivation
Enablement
Modelling
Environmental
Restructuring
Restriction
Training
Coercion
Incentivation
Persuasion
COM-B
components
Education
Intervention Functions
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 Instruction on how to
consequences
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 PRACTICE
Creating 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
• Transferable collateral
Relevancy
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 drinkdriving
• 60% of under 26s said they were more likely to use
alternative transport
• 30% increase in local bus usage after campaign!