Table 1.
Summary of the behavior change techniques and theory constructs found in selected components of the Tu Salud,¡Sí Cuenta¡ campaign.
| Behavior Change Techniques/Theoretical Link, Where Defined by Campaign | Media | Individually Focused Efforts | ||||
|---|---|---|---|---|---|---|
| TV | Radio | News-letters | Risk Factor Screening | CHW Visits | Free Exercise Classes | |
| Goals and Planning | ||||||
| Goal setting (behavior) / SCT Self-regulation | ✓ | ✓ | ✓ | |||
| Problem solving / TTM behavioral processes | ✓ | |||||
| Review behavioral goals / SCT Self-regulation | ✓ | |||||
| Feedback and Monitoring | ||||||
| Feedback on behavior / SCT Self-efficacy and Self-regulation | ✓ | ✓ | ||||
| Feedback on outcomes of behavior | ✓ | ✓ | ||||
| Social Support | ||||||
| Social Support (unspecified) / SCT Reinforcement and TTM Helping Relationships | ✓ | ✓ | ✓ | |||
| Social Support (emotional) / SCT Reinforcement and TTM Helping Relationships | ✓ | ✓ | ||||
| Shaping Knowledge | ||||||
| Instruction on how to perform a behavior / SCT Self-efficacy and Self-regulation | ✓ | ✓ | ✓ | ✓ | ||
| Natural Consequences | ||||||
| Information about health consequences / TTM Consciousness raising | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
| Salience of consequences / TTM Consciousness raising and dramatic relief | ✓ | ✓ | ✓ | ✓ | ||
| Information about social and environmental consequences TTM dramatic relief and environmental re-evaluation | ✓ | ✓ | ✓ | ✓ | ||
| Anticipated regret / SCT observational learning | ✓ | ✓ | ||||
| Comparison of Behavior | ||||||
| Demonstration of the behavior / SCT Self-efficacy and Self-regulation | ✓ | ✓ | ||||
| Social comparison / SCT observational learning | ✓ | ✓ | ||||
| Information about others' approval / SCT observational learning | ✓ | ✓ | ||||
| Associations | ||||||
| Prompts / Cues / TTM Counter Conditioning, stimulus control and Reinforcement Management | ✓ | ✓ | ✓ | |||
| Repetition and Substitution | ||||||
| Behavioral practice / rehearsal / SCT Self-efficacy and Self-regulation | ✓ | |||||
| Comparison of Outcomes | ||||||
| Credible source | ✓ | ✓ | ✓ | ✓ | ||
| Pros and cons / TTM Pros and Cons | ✓ | ✓ | ✓ | |||
| Comparative imagining of the future / TTM Self re-evaluation | ✓ | ✓ | ✓ | |||
| Reward and Threat | ||||||
| Material incentive / SCT Reinforcement and TTM Reinforcement Management | ✓ | ✓ | ✓ | |||
| Social reward / SCT Reinforcement and TTM Reinforcement Management | ✓ | |||||
| Antecedents | ||||||
| Restructuring of the physical environment | ✓ | |||||
| Restructuring of the social environment | ✓ | |||||
| Identity | ||||||
| Identification of self as role model | ✓ | ✓ | ✓ | ✓ | ||
| Self-belief | ||||||
| Verbal persuasion about capability / | ✓ | ✓ | ✓ | |||
| Focus on past success | ✓ | ✓ | ||||
| Covert Learning | ||||||
| Imaginary reward / SCT Observational learning | ✓ | ✓ | ✓ | ✓ | ||
| Vicarious consequences / SCT Observational learning | ✓ | ✓ | ✓ | ✓ | ||
Note. Based on Behavioral Change Techniques by: Michie, S., Ashford, S., Sniehotta, F. F., Dombrowski, S. U., Bishop, A., & French, D. P. (2011). A refined taxonomy of behaviour change techniques to help people change their physical activity and healthy eating behaviours: the CALO-RE taxonomy. Psychology & Health, 26(11), 1479-1498.
Abbr. CHW=Community Health Worker. SCT=Social Cognitive Theory (Bandura, 1986). TTM=Transtheoretical Model (Prochaska, 1992).