Table 1 Decision-making targets, decision coaching components, and theory-driven peer specialist enhancements
Target (A. M. O'Connor et al. 1998) [22] | Decision coaching components (Stacey et al. 2012) [56] | Theory-driven peer specialist enhancements | Theoretical Rationale (M. S. Salzer, 2002; M. S. Salzer and Kottsieper, 2015; Solomon, 2004) [20, 47, 48] |
|---|---|---|---|
(a) Knowledge deficiencies | Provision of factual information about options, benefits, and risks; verification of understanding | Share personal experiences to enhance practical knowledge | Experiential knowledge |
(b) Unrealistic expectations | Share personal experiences; provide examples of positive behaviors to correct misperceptions about mental illness and treatment | Experiential knowledge, social learning theory | |
(c) Unclear values | Values clarification | Encourage personal choice; explore values/preferences | Self-determination theory |
(d) Social pressure | Building skills for deliberation, communication, and assessing support | Model and help consumers build communication and self-advocacy skills; provide emotional and informational support | Self-determination theory, social learning theory; social support theory; social comparison theory |
(e) Lack of social support | |||
(f) Discrepancies between desired and actual role in decision-making | |||
(g) Low self-efficacy | Screening for barriers to implementation; facilitating progress in decision-making | Provide social support and model positive behaviors to enhance self-efficacy | Social support theory, self-efficacy theory |
(h) Lack of resources | Provide information about resources; facilitate connection to professional and natural supports | Experiential knowledge |