Building Competency in Diabetes Education THE ESSENTIALS

2-62 | CHAPTER 2

The TTM identifies common processes — or classifications — for education strategies proposed by various behaviour change models (see Table 5) (181). It suggests the use of processes/strategies appropriate to the person’s stage of change in order to most effectively facilitate self-efficacy and meaningful learning of new behaviours.

Table 5. Change processes and educational intervention

Process (classification)

Examples of educational interventions

Purpose of interventions

Consciousness raising

Written handouts, class, public information, group discussion

Increasing information about the self and/or the problem or idea

Dramatic relief

Discussion of feelings, role playing, reflecting on past success experiences

Experiencing and expressing feelings about one’s problems and solutions

Self-evaluation

Pre-tests, surveys, self assessments

Assessing one’s own resources, barriers, temptations, supports, past successes Assessing how one’s problem(s) affect one’s environment, including family, etc.

Environmental evaluation

Self-assessments, family therapy

Social liberation

Chronic disease management policies

Making use of increasing alternatives in society

Self-liberation

Behavioural contract

Making a choice and committing to act to change

Helping relationships

Therapeutic relationship, support group, self-help group

Being open and honest with someone who cares, enlisting help

Stimulus control

Stress reduction, relaxation training

Avoiding or countering stimuli that elicit the behaviour targeted for change