2. A. How behaviour works B. Making yourself happy i.Self-management ii.Arrange your environment C. Helping others i.Training ii.Feedback iii.The power of choice 2

3. Brief overview:  Behaviours of social significance (important to individual)  Behaviour change  Apply scientific principles of behaviour  Huge range of applications 3

4. Antecedents - what happens right before a behaviour occurs Behaviour – actions (what people do and say) Consequence - what happens as a result of the behaviour

5. 5 Friday 8am Thursday night Friday 6am

6. What is self-control?  Choosing a more delayed, but larger / better / bigger consequence  E.g., eating an apple will contribute to future health and wellbeing, but eating cake is gratifying now How do we increase self-control? 6

7.  Goal setting ▪ Achievable ▪ Measurable / specific ▪ Public  Self-monitoring  Get someone else involved  Programme pleasurable consequences for achievement  Be task-based, not time-based 7

8. 8 Lack of enjoyment:  Interferes with quality of life  Hinders productivity  Impacts absenteeism  Enjoyment valued

9. 1. What in your environment does or does not occasion behaviour? Example: drinking fewer soft drinks  Keep water bottle on desk  Fill water bottle up every morning as part of routine  Remove soft drinks from fridge  Take coins out of purse  Put alternative drinks on shopping list

10. 2. Change your motivation Example: avoiding buying an unhealthy lunch  Pack a lunch so that you aren’t hungry  Pack snacks so you can eat regularly  Pack a big lunch so you’re not hungry later on  Pack foods that fill you up

11. 3. Decrease effort for behaviour you do want / increase effort for behaviour you don’t Example: getting to work on time (decrease effort)  Choose clothing the night before  Set breakfast items out the night before  Drive rather than walk Example: buying fewer coffees (increase effort)  Leave cash in the car  Park further away from the cafe

12. Gran’s rules: ▪ Work before play ▪ Dinner before dessert = Premack (1959), a more-preferred behaviour can be used to reinforce a less-preferred behaviour How can we apply this to our daily lives? 12 Deal with that horrible email you’ve been avoiding when you first arrive at work Do the ironing before you bake cookies Go to the gym before binge-watching Strictly Come Dancing Alternate 30 min of writing a report with 30 min of reading a good book

13. 13 Meeting your goals =

14. 14  Stop and consider – does it work?  If not, change it up! ACKNOWLEDGE BEHAVIOURS YOU DO WANT Ignore Behaviours you don’t want

15.  We assume that pointing out what we don’t want says what we do  Often makes the deliverer feel better  ‘Unpleasant’ is in the eye of the receiver  Positive consequences are more motivating 15

16. 16 ? Training = teaching someone how to do something ( well ) Useful in workplaces, home, personal life

17. Why don’t people do things (well/correctly/at all)?  They didn’t know they had to  They aren’t motivated ▪ Nothing in it for them ▪ Task isn’t enjoyable  They don’t have the skill ▪ Complexity of task ▪ Novelty of task 17

18. 18 1. Describe what to do 2. Show what to do 3. Observe and provide feedback 4. Repeat 1, 2, and 3 until competency  Avoid too much ‘what’ and not enough ‘how’  Knowledge versus skill  A person has only acquired the skill when they can do it ‘on-the-job’ Parsons, Rollyson, & Reid (2012)

19.  Label what was done well  Label what could be done better  Be specific  Solicit questions  End with empathetic statement 19

20.  Within tasks  Between tasks  Give yourself choices  Give others choices 20 The best way to decrease the behaviours we don’t like is to increase the ones we do

21. 21 Thank you. Please contact me with any questions. r.a.sharp@bangor.ac.uk