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

COM-B components Intervention Functions Education Persuasion Incentivation Coercion Training Restriction Environmental Restructuring Modelling Enablement Physical capability Psychological capability Physical opportunity Social opportunity Automatic motivation Reflective motivation

Behavioural Change Techniques EducationTrainingModellingEnablement Information about social & environmental consequences 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 Problem Solving Feedback on outcomes of the behaviour Adding objects to the environment Prompts/cuesSelf-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 materialsRelevancy Transferable collateralLongevity 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

MODELLI NG 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!