COM-B | TDF | Specifics of barriers and enablers of relevance to the domain | Intervention function | Policy categories |
---|---|---|---|---|
Physical capability | Physical skills | • Skill development—learn the skills of how to share a book; follow a child’s lead, etc. • Skill development—adult literacy to be able to share a book • Skill development—how to share SPECIFIC books, what questions to ask, etc. | Training | Service delivery |
Psychological capability | Knowledge | • Procedural—know how to share a book; follow a child’s lead, etc., play and read • Knowledge—know which behaviours are important and why • Knowledge—what is an age-appropriate book • Knowledge—what kinds of questions could they ask in shared book reading?/How would they support child’s enjoyment in reading? | Education | Communication/ marketing service provision |
Cognitive and interpersonal skills | ||||
Memory, attention and decision processes | • Learn how to reason about what to change to do target behavior (e.g. through watching other people on video) | Training
Enablement | Service provision Service provision | |
Behavioural regulation | • Self-monitoring; action planning | Education Training Modelling Enablement | Communication/marketing Service provision | |
Physical opportunity | Environmental context and resources | • Material resources provided—books & toys • Cues and reminders to carry out the behaviours (e.g. fridge magnets, phone calls). Bookstart was a reminder as well as a resource • Material resources opportunities for play through attending playgroups/drop-ins. • Time available for busy family, mobilising wider family, piggyback on routines • Availability of age-appropriate books in Home Languages • Access to transport to access wider support • Accessing their rights for paid childcare—need support? • Special, concrete materials can help mobilise wider family resource • Need to work for full-time working parents as well as non-working | Training
Environmental Restructuring Enablement | Service provision Fiscal measures Environment/social planning |
Social opportunity | Social influences | • Modelling—seeing others doing it • Social norms; group conformity, group norms, social support, group identity, modelling (e.g. in parent groups) seeing others do it • Social support—getting wider family involved • Group norms—may be cultural differences in adult–child interaction patterns • Social support—importance of faith communities • Social support—cannot be stigmatising and needs to be intrinsically motivating/fun |
Environmental restructuring Modelling Enablement | Communication/marketing Service provision Fiscal measures Environment/social planning |
Reflective motivation | Professional/social role and identity | • Social role—parents want to do the best for their child | Education Persuasion Modelling | Communication/marketing Service provision |
Beliefs about capabilities | • Self-esteem, belief about own capabilities, perceived competence (e.g. training others) • Some parents may believe they are “doing it all” (need to be challenged?) | Education Persuasion Modelling Enablement | Communication/marketing Service provision | |
Optimism | • Optimism—self efficacy through video of progress | Education Persuasion Modelling Enablement | Communication/marketing Service provision | |
Beliefs about consequences | • Believe advantaging children if give them technology whilst underestimating value of own interactions • Want to do the best for their child—but need simple messages explaining benefits of specific behaviours to their child • Parent believes child cannot do it—sees HV do it and changes their views • Parent may believe that what they do will not make a difference. • Parent may believe watching a story on the television is the same as sharing a book | Education Persuasion Modelling | Communication/marketing Service provision | |
Intentions | • Develop intentions to do the behavior—agree to try • Maintain stable intentions | Education Persuasion I
Modelling | Communication/marketing Service provision | |
Goals | • Set goals—describe and identify concrete time and contexts to do behaviours • Action planning • Choose goal and time of day and make a very specific time and context to try something new • Know that you will be reviewed—have check in a good motivator | Education Persuasion
Modelling Enablement | Communication/marketing Service provision | |
Automatic motivation | Reinforcement | • e.g. Through video of child’s progress • Having a go and seeing it work is best reinforcement • Video could reinforce feelings of hopelessness—inability • Pleasure gained from sharing ‘special toys’ • Books/gifts much more rewarding than info giving leaflet—more likely to engage | Training
Environmental restructuring | Communication/marketing Service provision |
Emotion | • Embarrassment/discomfort to try new behavior • Overwhelm • Fear of exposure as not having skills themselves | Persuasion
Modelling Enablement | Communication/marketing Service provision |