Pub220 Week 2 Lecture 4 Notes

Categorization: Clear, separate categories to define different stages.
Order: Stages progress in a specific order.
Shared Experiences: Individuals in the same stage often encounter similar behaviors or barriers.
Variable Barriers: People in different stages might face different barriers.
Intervention Alignment: Interventions are most effective when aligned with an individual's current stage.
Contrast with Continuum Theories: Unlike theories like the Health Belief Model, stage theories are not continuum-based.

Composite Approach: TTM combines various behavior change approaches from psychology.
Originators: Prochaska and DiClemente.
Observation: Smokers use different strategies at different stages of quitting.
Process: Behavior change involves a series of distinct processes related to a broader continuum of change.
Effectiveness: Assess an individual's stage and match the intervention accordingly, because most people are at the lower stages of change.

Definition: No intention to take action or make a change in the foreseeable future.
Task: Increasing awareness of the need for change, envisioning the possibility of change.
Goal: Seriously consider behavior change.

Definition: Intention to change within the next six months.
Task: Examining current behavioral patterns and potential for change through risk-reward analysis, cost-benefit analysis and decision making.
Goal: Considered evaluation leading to a decision to change.

Definition: Intention to take action in the immediate future (e.g., within the next month).
Task: Increase commitment and formalize an acceptable and effective change plan.
Goal: Develop an action plan for near-term implementation.

Definition: Specific modification to behavior is made and implemented.
Task: Implement steps to change current behavioral pattern and creating a new behavioral pattern.
Goal: Successful action to maintain the change, securing it for an extended period.

Definition: Striving to maintain behavior change and prevent relapse.
Task: Sustaining change over time, avoiding slips, preventing relapse in various scenarios.
Goal: Long-term sustained change, establishing a new, sustainable routine.

Progression: Ideally, individuals consider the need for change (precontemplation), gain motivation (contemplation), negotiate an actionable plan (preparation), engage in behavior (action), and maintain the behavior (maintenance).
Relapse: Relapse can occur, leading individuals back to preparation or earlier stages.
Encouragement: Problem-solving is encouraged to maintain behavior and sustain consistency.

Definition: Individual experiences no temptation and has confidence in maintaining the behavior.
Relevance: Most relevant for addictive behaviors (e.g., substance use).
Implication: No temptation to engage in negative behavior, regardless of circumstances, but this is not always an idea in the stage of change because of unique patterns.

Recycling: Individuals may recycle back to a prior stage due to different experiences or contexts.

Goal: Explain how a person decides to make a change and translates that decision into action.
Focus: Psychological processes within individuals.
Application: Behaviors that require deliberate action.
Use Cases: Cancer screenings, vaccinations, smoking cessation, etc.
Level: individual level of the socio ecological model

Similarities to TTM: Shares similarities but also has key differences.
Rationality: Addresses limitations of Health Belief Model, which applies when individuals acknowledge a problem and perform beliefs.
Emphasis: Explains decision-making and translation into action.
Progression: People generally move through stages sequentially, though exceptions exist.

No Skipping: Individuals usually progress without skipping stages.
Regression: Moving backward to earlier stages is possible.
Irreversible Stages: Once aware and engaged, individuals cannot revert to unawareness.

Definition: Never heard of a health hazard/problem.
Action: You are getting individuals to really state an opinion.
Challenge: Difficulty forming opinions without knowledge.
Example: Many people are unaware of HIV prevention methods due to lack of baseline knowledge.

Definition: Knowledge of health hazard/problem but in exploratory phase of opinion formation.
Consideration: Issue may not seem personally relevant.
Question: How much knowledge is needed before something relates to you personally?

Distinction: Differentiate between those who haven't considered action and those who are thinking about it but haven't decided.
Communication: Different communication methods may be needed to get people to think about an issue versus adopting a conclusion.

Differentiation: Distinguish between those not ready to act versus those who actively decide not to act.
Justification: Protecting their decision or position.

Deliberative Action: Deciding to make a change after considering available information.
Integration: Other theories come into play, influencing decisions based on motivating factors.

Sustained Change: Behavior change has occurred and becomes a sustained part of daily routine.

Question 1: Do you know what it means to floss your teeth?
- No (Stage 1): Unaware - never heard of flossing.
- Yes (Next Question):
Question 2: Do you floss your teeth now?
- Yes (Stage 6 or 7): Acting or Maintenance.
- No (Follow-up Question):
Follow-up Question: Which best describes you? (Stages 2-5)
- Stage 2: I've never thought about flossing. (Aware but unengaged)
- Stage 3: I'm undecided about flossing. (Deciding about acting)
- Stage 4: I've decided I don't want to floss. (Deciding not to act)
- Stage 5: I've decided I do want to floss. (Deciding to act)

Linearity: People don't always progress linearly through stages.
Measurement: Difficulty in accurately measuring and staging individuals.
Barriers: Lack of detailed information about barriers at each stage.
Focus: Emphasis on mental states over external factors.
Singular Behavior: Best suited for singular behaviors rather than complex ones.
Intervention Matching: Interventions are most effective when matched to an individual's stage of readiness.