Table 1.
Session content and links with theoretical constructs
| Session | Key content | Theoretical elements from SCT key content addresses | ||
|---|---|---|---|---|
| Personal level | Behavioural level | Environmental level | ||
| 1 | • Raise awareness of volume of child’s screen use & recommendations | • Knowledge | • Frequency | • Physical environment characteristics |
| • Recognise benefits of reducing screen use | • Outcome expectancies | • Duration | • Social support/constraints | |
| • Motivation | • Mode | |||
| • Reinforcements/rewards | • Self-control/ regulation /goal setting | |||
| • Self-monitoring | ||||
| • Behavioural capability | ||||
| 2 | • Correlates of young children’s EM use | • Reinforcements/rewards | • Frequency | • Social and/or physical environment |
| • Strategies to spend less time in electronic media use – rules, say no, be active instead, have safe places in your home where your child can play on his/her own, encourage your child into other activities, decrease parent electronic media use, no TV in bedroom, no TV during meals, fewer TVs in home, use radio/CD for background noise | • Outcome expectations | • Duration | ||
| • Self-efficacy | • Mode | |||
| • Knowledge | • Self-monitoring | |||
| • Outcome expectancies | • Goal setting | |||
| • Motivation | • Self-control/ regulation | |||
| • Skills | ||||
| • Role modelling/ observational learning | ||||
| 3 | • Neural networks and what happens in the brain when we try to change behaviour – change, resistance, reinforcement, new behaviour | • Reinforcements/rewards | • Frequency; or | • Social and/or physical environment |
| • Outcome expectations | • Duration; or | |||
| • Self-efficacy | • Mode | |||
| • Knowledge | • Self-monitoring | |||
| • Outcome expectancies | • Goal setting | |||
| • Motivation | • Self-control | |||
| • Self-regulation | ||||
| 4 | • Behaviour change strategies – monitoring (and re-monitoring when necessary), planning (for normal and unusual days), goal setting (record goals, review), challenge identification & problem solving, praise and reinforcement | • Reinforcements/ rewards | • Frequency; or | • Social and/or physical environment |
| • Outcome expectations | • Duration; or | |||
| • Self-efficacy | • Mode | |||
| • Knowledge | • Self-monitoring | |||
| • Motivation | • Goal setting | |||
| • Super family challenge – no electronic media for entertainment for the whole family for the whole week | • Emotional coping responses | • Skills | ||
| • Self-control/ regulation | ||||
| 5 | • Relapse prevention | • Reinforcements/rewards | • Frequency; or | • Social and/or physical environment |
| • How to manage high risk situations | • Outcome expectations | • Duration; or | ||
| • Taking care of yourself | • Self-efficacy | • Mode | ||
| • Knowledge | • Self-monitoring | |||
| • Motivation | • Goal setting | |||
| • Outcome expectations | • Skills | |||
| • Emotional coping responses | • Behavioural capability | |||
| • Motivation | • Self-control/regulation | |||
| • Outcome expectancies | ||||
| • Reinforcements/ rewards | ||||
| Fathers’ session | • Electronic media recommendations | • Reinforcements/rewards | • Frequency, duration and mode | • Social and/or physical environment |
| • Benefits of reducing electronic media | • Outcome expectations | • Self-monitoring | ||
| • Importance of dads, dad-focused activities to do with child, especially Rough & Tumble play | • Self-efficacy | • Goal setting | ||
| • Knowledge | • Skills | |||
| • Motivation | • Behavioural capability | |||
| • Outcome expectancies | • Self-control/regulation | |||