The transtheoretical model of behaviour change (TTM) and ‘take-away’ items
We were impressed to learn that this project already drew on some behaviour change theory (the TTM
approach). To develop this further, we suggested that the use of the ‘take-away’ items discussed on page
96 could be usefully implemented within an approach such as this. Individuals at various stages of the
transtheoretical model of behaviour change (see p22) could be offered information, guidance or tools to help
them progress to the next stage.
Evaluation
Whilst the existing pre- and post- course survey usefully covered changes in knowledge of the law, we
explored ways of identifying any behavioural change. We suggested adding a number of additional attitudinal
and behavioural questions to the evaluation, for example, asking individuals whether they a) think they would
be safe using a mobile phone while driving and b) whether they will refrain from doing so in the future. Of
course ‘self-reported’ offending has some limitations¹ and we need to be sure that our participants understand
what we mean by ‘use’ (see 15-17). It would also be useful to add a ‘follow-up’ phase of evaluation, revisiting
participants after a period of, say, 6 months. This is probably practical where a project has a long-standing
relationship with an employer, and where employee turnover is not too rapid. And it is certainly worth pursuing
in terms of understanding the effectiveness of what we do.
Drivers who think they are unlikely to get caught - because no-one is watching - could be reminded of
projects that use dash cam footage sent in by members of the public (see p126-130).
¹ Corbett, C., (2001). Explanations for “understating” in self-reported speeding behaviour. Transportation Research Part F: Traffic Psychology and Behaviour,
4(2), pp.133-150.
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