A practical application of behaviour change techniques into road safety education initiatives

1. A practical application of behaviour change techniques into road safety education initiatives • Prepared by Laura Hurst • Evidence Based Researcher • Presented by Paula Wellings • Casualty Reduction Manager

2. Overview • Road Safety initiatives • Why useBCTs • Which BCTs to use • Commuter case study

3. Road safety initiatives • Only use a few BCTs • Short-term changes in attitude • Only try to measure outcomes NOT impact

4. Logic model • Input – resources (staff, equipment, materials) • Activity – Specific education, training or awareness campaign/programme/intervention • Output – How many sessions, people, areas etc reached • Outcome – Measurable behaviour changes achieved • IMPACT – Result of cumulative activity not single intervention

5. Why use BCTs • Common language • Evaluation • Build an evidence base

6. 1. Information Giving

7. 2. Teaching BCT4Instruction BCT5 Demonstrating BCT6Feedback on performance

8. 3. Planning BCT7Setting general goals BCT8Forming specific intentions BCT9Identifying barriers and overcoming

9. 4. Agreeing BCT10 A different way of living/driving BCT11 Practising BCT12 Signing a behavioural contract

10. 5. Supporting BCT13 Observing others BCT14 Gaining social support BCT15 Self-talk

11. 6. Implementing BCT16 General encouragement BCT17 Set graded tasks BCT18 Follow-up

12. 7. Monitoring • BCT19Keeping a record • BCT20 Using cues • BCT21 Reviewing goals

13. 8. Managing BCT 22 Time management BCT23 Stress management BCT24Self-motivation

14. 9. Feeling good BCT25 Providing rewards BCT26 Becoming a role model BCT27 Relapse prevention

15. Which BCTs to use? • Main findings from health care evidence: • Increasing the number does not increase effectiveness • Fear appeals do not work • Monitoring, implementing, agreeing and planning – SELF-REGULATION and SELF-EFFICACY

16. Depends on your audience!!!

19. Depends on the behaviour!!

21. 6 questions • Do they lack the behaviour relevant information? • Do they need to be taught how to perform the desired behaviour? • Do they lack the belief that they can successfully perform the behaviour? • Do they need social support to perform the behaviour? • Do they lack self-regulation skills to perform the behaviour? • Do they lack motivation to perform the behaviour?

22. Lacking information? = Information techniques • Need to be taught? = Teaching techniques • Lacking belief? = Planning and Agreeing techniques • Lacking social support? = Supporting techniques • Lacking self-regulation? = Implementing and Monitoring techniques • Lacking motivation? = Motivating and Feeling good techniques

25. Injudicious actions • NO • NO • YES • POSSIBLY • YES • YES Target – successful beliefs, self-regulation, motivation and possibly social support

26. Driver errors • YES • NO • POSSIBLY • NO • YES • NO Target – information and self-regulation and possibly successful beliefs

27. Recommendations • Ensure BCT selection process is embedded in the planning process of any initiative not an add-on • For this case study use separate campaigns for injudicious actions and driver errors • Injudicious actions in lower SES areas, targeting younger males with techniques prompting planning, agreeing, implementing, monitoring, motivating and feeling good • Driver error in higher SES areas targeting middle aged females with techniques prompting information, implementing and monitoring

28. Summary • Define BCTs in your road safety initiatives • Evaluate your initiatives • Build up an evidence base for the future

29. Thank you for listening pwellings@cornwall.gov.uk Community Safety & Protection Cornwall CouncilCounty HallTruro TR1 3AYTel: 0300 1234 100www.cornwall.gov.uk