Motivational intervention

Individual estimates of the intrinsic effect of a new non-motivational intervention... 

GP brief motivational intervention CS334 increases clinical enquiry by GPs in a pilot study. Br J Gen Pract 2003 ... 

The most important motivational interventions are (van Bilsen 1986a, 1986b, 1987 Miller, 1983, 1985 van Bilsen, van Ernst, and Schippers 1986) ... 

Policy intervention Any politically motivated intervention to develop the economy. Interventions in the agricultural sector are usually aimed at harmonising supply and demand. 

Patients who use tobacco but are unwilling to quit at this time should be treated with the 5 R s of motivational intervention (relevance, risks, rewards, roadblocks, and repetition). 

There are three major forms of behavior interventions. They are instructional intervention, supportive intervention, and motivational intervention (Geller 1999, 44). Instructional interventions consist of educational sessions, training exercises, and directive feedback. Supportive interventions focus on the application of positive consequences. Positive reinforcement of wanted behaviors increases the likelihood that the behavior will be performed again. Motivational interventions include positive incentive or rewards for targeted behaviors. Negative motivators often are ineffective because the consequence or penalty seems remote and improbable (Geller 1999,46). 

Positive reinforcement of wanted behaviors increases the likelihood that the behavior will be performed again. Motivational interventions include positive incentive... 

Step 4. Provide a Motivational Intervention for Smokers Currently Unwilling to Quit... 

When people know what to do and don t do it, a motivational intervention is needed. In other words, when people are consciously incompetent about safety-related behavior, they require some external encouragement or pressure to change. Instruction alone is obviously insufficient because they knowingly do the wrong thing. In safety we refer to this as taking a calculated risk. 

An incentive/reward program is useful here. Such a program attempts to motivate a certain target behavior by promising people a positive consequence if they perform it. The promise is the incentive and the consequence is the reward. In safety, this kind of motivational intervention is much less... 

Motivational intervention is clearly the most challenging, requiring enough external influence to get the target behavior started without triggering a desire to assert personal freedom. Remember the objective is to motivate a transition from conscious incompetence to a self-directed state of conscious competence. Powerful external consequences might improve behavior only temporarily, as long as the behavioral intervention is in place. Hence the individual is consciously competent, but the excessive outside control makes the behavior entirely other-directed. Excessive control on the outside of people can limit the amount of control or self-direction they develop on the inside. 

Long-term implementation of a motivational intervention, coupled with consistent supportive intervention, can lead to good habits. In other words, with substantial motivation and support, other-directed safe behavior can transition to unconscious competence without first becoming self-directed. 

Figure 5.1 reviews this intervention information by depicting relationships between four competency states (unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence) and four intervention approaches (instructional intervention, motivational intervention, supportive intervention, and self-management). When people are tmaware of the safe work practice (i.e., they are unconsciously incompetent), they need repeated instructional intervention until they understand what to do. Then, as depicted at the far left of Figure 5.1, the critical question is whether they perform the desired behavior. If they do, the question of behavioral fluency is relevant. A fluent response becomes a habit or part of a regular routine, and thus the individual is unconsciously competent. 

When workers know how to perform a task safely but don t, they are considered consciously incompetent or irresponsible. This is when an external motivational intervention can be useful, as discussed earlier. Then when the desired behavior occurs at least once, supportive intervention is needed to get the behavior to a fluent state. 

I discuss the role of external motivational intervention to increase safe behavior and decrease at-risk behavior. Here, I only want to discredit the myth that only self-motivation works. 

Motivational intervention is clearly the most challenging, requiring enough external influence to get the target behavior started without triggering a desire to assert personal freedom. Remember the objective is to motivate a transition from conscious incompetence to a self-directed state of conscious competence. 

Education and training reflect an instructional approach to corrective action. This type of intervention is obviously most effective when the participants are willing to learn. They are xmaware of the correct procedures and are "xmconsciously incompetent." Instruction will not help much for people who know what to do but do not do it. These individuals are "consciously incompetent" and need a motivational intervention, as discussed later in Chapter 12. 

The intrinsic and extrinsic consequences discussed so far are external to the individual. In other words, they can be observed by another person. Behavioral scientists focus on these types of consequences to develop and evaluate motivational interventions because they can be objective and scientific when dealing with external, observable aspects of people. 

Principle 49 Numbers from program evaluations should be meaningful to all participants and direct and motivate intervention improvement. 

In a certain workshop or plant, deficits in the safety standard may be in general, a matter of unsatisfactory motivation, training deficits, or poorly designed tools, equipment, or work processes. To find this out, ratings of those Safety Elements to which motivational interventions are assigned can... 

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