Table 3.

The theoretical constructs and strategies used in the design and implementation of the C.H.A.M.P. Families intervention.

Theoretical Component	Description
Social Cognitive Theory
Self-efficacy	An individual’s confidence that change or attainment of a goal is achievable [55,56]
Outcome expectancy	The outcome(s) an individual anticipates their actions will produce [55,56]
Goal setting	Identification of a future outcome that is desired and establishing a plan to achieve that result [55,56]
Socio-structural factors	Factors that an individual perceives to promote or obstruct the desired behaviour [55,56]
Group Dynamics Strategies
Information sharing	Providing information through group discussions and activities [30]
Observational learning	Developing skills through observation and imitation of others [77]
Interpersonal learning	Developing skills by interacting with other group members [77]
Guidance	Offering and accepting direction to and from the group [77]
Group cohesion	Belonging to a group and building strong relationships with group members [77]
Self-disclosure	Revealing personal information to the group [77]
Collective problem solving	Identifying problems and then developing solutions and strategies to overcome them as a group [30]
Proximity	Being within close physical proximity to the group [30]
Distinctiveness	Perceiving that the group is unique from other groups [30,76]
Ongoing communication, feedback, and social support	Sustained contact and supportive relationships with group members [30,76]
Ongoing group-based activities and interaction	Sustained participation and completion of group tasks and actions [30,76]
Motivational Interviewing (MI) Strategies
MI spirit	Creating a participant-centred partnership, with the attitude of acceptance, compassion, and evocation [50]
Accountability	Acknowledging an individual’s intentions and promise of action [99]
Asking open-ended questions	Inviting an individual to reflect and elaborate in effort to gather information, evoke motivation, and plan a course towards change [50]
Reflective listening	Restating what an individual has said to demonstrate and/or clarify understanding its meaning and allow the individual to hear his/her thoughts or feelings again [50]
Affirming	Acknowledging the difficulty that an individual has experienced and recognising personal strengths and capacity for growth and change [50]
Summarising	Collection of reflective statements that drawn together suggest links between what an individual has said during a session and/or discussed prior [50]
Change talk	Promoting behaviour change by having individual verbalise arguments in favour of change [50]