Table 4 Behaviour change techniques and example strategies for removing barriers to engaging in specific arts activities amongst individuals with depression
COM-B component | Example of relevant barriers to engagement in arts activities | Intervention typea | Behaviour Change Techniquesb | Example strategy to encourage engagement in arts activities |
|---|---|---|---|---|
Psychological Capability | Knowing less about different types of activities available, feeling less mentally capable to engage, and being less confident in making plans for when and how to engage | Education Enablement | Instruction on how to perform the behaviour Action planning Graded tasks | Educational resources (i.e. leaflet, websites, helplines) outlining the range of activities available in the local area and their dates and times. An action planning template/tool to prompt individuals to formulate a plan for which activities they will attend, where, when, on which days, how often. Encouragement to individuals to start small- formulating a plan to engage in one or two activities at a low frequency, and gradually increase number of activities/ frequency as appropriate |
Physical Capability | Feeling less skilled in specific arts activities, having physical limitations affecting participation, or having less energy or strength | Training | Instruction on how to perform behaviour Demonstration of the behaviour AND/OR Behavioural practice rehearsal Feedback on behaviour | Educational resources (i.e. leaflet, websites, helplines) outlining the range of activities available in the local area and their dates and times. Taster sessions, or drop-in training sessions, for different activities, in which individuals can receive instructions and tuition on the ‘basics’ or a specific skill they are struggling with, watch demonstrations of it being performed Practice engaging in activities under supervision (e.g. in a class) with opportunity for feedback and correction as needed |
Social Opportunity | Not knowing people who engage in arts activities, feeling unsupported by friends or family, or feeling participation is not socially acceptable | Modelling Persuasion Enablement | Credible Source Demonstration of the behaviour Information about others’ approval Social practical support | Campaigns or resources (leaflets, websites), or social media, featuring testimonials of people with depression and anxiety modelling engagement in arts activities and advocating benefits associated with this AND/OR healthcare professionals endorsing it AND/OR testimonial from friends and families also endorsing the benefits of a loved one engaging in arts activities. Taster sessions, or drop-in training sessions, for different activities, in which individuals can receive instructions and tuition on the ‘basics’ or a specific skill they are struggling with, watch demonstrations of it being performed Opportunities for performances or showcase events for friends and family to see the product of the activities and give direct feedback Tips or direct help from individuals to seek social support from others (i.e. peers, friends and family members) to engage in artistic activities. This could be identifying joint activities they can do with others, providing reminders, verbal encouragement, support getting to/from activities if needed. |
Physical Opportunity | Not having sufficient time to engage, resources to engage, or easily accessible activities | Incentives | Material incentive Practical incentive AND/OR enablement | Provision of free activities, vouchers or financial discounts for participating in artistic activities Direct referral or recommendation to attend a specific activity from a health or social care professional, with follow up on attendance and experience in the activity |
Automatic Motivation | Not having a habit of engaging, not enjoying engaging, and not feeling a benefit from engaging | Persuasion Education | Self-monitoring Information about consequences (health, social, environmental) Credible source | Provision of opportunity for individuals to reflect on their experience after engaging in an artistic activity e.g. providing a diary or rating scale asking individuals to state something they enjoyed from engaging in the activity. Educational materials and resources outlining the different types of benefits of engaging in creative activities, and the evidence base for these e.g. research evidence and/or testimonials from credible/relatable individuals. Campaigns or resources (leaflets, websites), or social media, featuring testimonials of people with depression and anxiety modelling engagement in arts activities and advocating benefits associated with this AND/OR healthcare professionals endorsing it AND/OR testimonial from friends and families also endorsing the benefits of a loved one engaging in arts activities. |
Reflective Motivation | Not believing there are personal benefits from engaging, not having a goal to achieve, and not feeling artistic or imaginative as a person | Persuasion Modelling | Self-monitoring Identity associated with behaviour change Goal setting Credible source Demonstration | Encouragement for individuals to track changes in their health and wellbeing over a period of engagement e.g. through diaries, rating scales before and after engagement Encouragement for individuals to track changes in their identity, e.g. through keeping a diary, reflecting on and affirming/verbalising positive changes relating to being creative and artistic. Setting of goals to achieve e.g. performances or exhibitions to take part in, work to produce or skills to learn Campaigns or resources (leaflets, websites), or social media, featuring testimonials of people who may not identify as especially ‘artistic’ advocating benefits associated with engagement Taster sessions, or drop-in training sessions, for different activities, to normalise the creativity or artistic credentials needed to engage |