Concept	Objectives	Illustration with example
Creation of motivational environment	✓ Creating a collaborative environment that evoke motivation. ✓ Giving honour to students’ autonomy and self-direction.	• Facilitators will be trained to be supportive, suspend an authoritarian role, explore capacity of the students rather than incapacity. e.g. facilitators will invite the participants to correlate different types of foods with different health status in pictorial view. Here facilitators will show a sincere interest in the students’ experiences and perspectives.
Establish rapport and express empathy	Explaining the aim of the session. Showing concern about their health. Making positive environment where the students feel free to talk about themselves.	Facilitators will ask the students to talk about their general perception regarding some common NCDs and their risk factors. Facilitators will also invite them to share their experience with NCD patients in their family. These conversations will be non-judgmental and with proper empathy.
Self-exploration of behavior	Letting students explore their experience, knowledge and ambivalence in a supportive and facilitative atmosphere.	• Facilitators will practice making open ended relevant questions, avoiding uncomfortable ones, e.g. facilitators will ask students about eating vegetables regularly. Facilitators may ask them why they eat vegetables every day or why not, and what will be the perceived health consequences in both cases without making any judgement. The co-facilitator will jot the answers briefly down a flip paper. Then, facilitators will summarize responses and give affirmation.
Practical knowledge sharing	Learning by observation.	Facilitators will show the link between sugar sweetened beverages and obesity, using pictures and short videos. Facilitators will show the consequences of different NCDs such as diabetes through videos.
Developing discrepancy	Understanding the difference between current behavior and its consequences with the desired health status	Facilitators will recapitulate their current salty food consumption and help them recognizing the discrepancy between their current behavior and their desire to stay free from cardiovascular diseases.
Recognizing change talk and sustain talk	✓ Identifying change talk and commitment language that signals movement in the direction of behaviour change, as well as sustain talk.	• Facilitators will try to recognize this kind of talks “maybe my soft drink consumption will put me in trouble” or “now I am worried about my weight” and will give affirmation to these change talk.
Roll with resistance	Rolling with the conflict of students rather than opposing	Some students may oppose or show disagreement about changing behavior. Facilitators will not compete with them, rather take another approach to make the issue clearer to the students. Facilitators will respond to Students’ sustain talk and resistance in a manner that reflects respect without reinforcing the desired behavior.
Skill development	Learning to perform new behaviors to overcome barriers towards healthy lifestyle through observation and peer modeling	Facilitators will recruit some volunteer role models from the students and teach them how to perform some effective free hand stretching exercises in a resource poor setting. Students will observe the models and adopt the best suit for themselves.
Developing Change Plan	✓ Making the transition into practice.	Facilitators will encourage the students to explore their barriers to be physically active and try to discover their own potential solutions giving emphasis on timing and negotiation skill.
Improve self-evaluated outcome expectancy	Improving hopes and beliefs about the consequences of desired behavior.	Facilitators will help students evaluate and improve expectations about smoke free life or physically active life.
Consolidatingcommitments	✓ Eliciting strength of changing commitment	• Facilitators will highlight students’ changing commitment to reinforce them. Facilitators will give emphasis on specific implementation intentions.
Support self-efficacy	Supporting the belief in personal ability to adopt healthy behavior	Students will be asked to express their self-efficacy about doing physical activity in an efficacy measuring scale and write down individual plan to acquire adequate daily physical activity.
Verbal persuasion	Strengthening self-efficacy	Facilitators will encourage students with culturally accepted and stimulating words e.g. facilitators may use trending words of this age.
Setting up self-regulatory ways	Constructing own goal and self-monitoring ways to achieve the goal	Facilitators will encourage and support students to build personal goal to consume at least five servings of fruits per day and to set self-monitoring ways to achieve the goal.