Table 8 Mapping the TBP constructs that predict e-cigarette use and intentions onto the TDF, intervention functions and suitable BCTs for inclusion in the intervention
TPB constructs | Predictors of intentions for eachTBP constructs | TPB constructs mapped onto the TDF | Intervention function | BCTs to be used to address intervention functions | APPEASE criteria | Content examples |
|---|---|---|---|---|---|---|
Intentions | To use e-cigarettes in the next month | Intentions | Education Persuasion Incentivisation Coercion Modelling | Information about the health consequences. Antecedents Information about social and environmental consequences of behaviour | Yes Yes No No Yes | Encourage young people to intend to abstain from e-cigarette use. Refusal rehearsal. Embed abstention from e-cigarette use within the School. |
Attitudes | Fun Cheap Safe Less likely to get into trouble with parents | Beliefs about consequences Knowledge | Education Persuasion Modelling | Information about the health consequences. Antecedents Information about social and environmental consequences of behaviour | Yes Yes Yes | Provide information on: -health implications of e-cigarette use and non-use. - outline links to nicotine and addiction smoking. Use media to identify examples of people to imitate or aspire to that do not use e-cigarettes. |
Subjective norms | Friends Family Parents Medics | Social influences | Restriction Environmental restructuring Modelling Enablement | Restructuring the physical environment Demonstration of behaviour Social support Problem solving Action planning | Yes Yes Yes Yes | Raise awareness of social contexts that might lead to opportunities for experimenting with e-cigarettes. Social support to prevent use. Encourage others to abstain Reduce social acceptability.Provide information to parents on risk of e-cigarette use in young people. Raising awareness of parental roles in preventing uptake. Raising awareness of the need to restrict access to e-cigarettes in the home. Monitoring behaviour. |
PBC: • Self-efficacy | Facilitators: Parent permission Curiosity Owning one Friends owning one Being cool Barriers: Parent getting into trouble Illegal purchase | Beliefs about capabilities | Education Persuasion Modelling Enablement | Information about health consequences Antecedents Information about social and environmental consequences of behaviour Demonstration of behaviour Social support Problem solving Action planning Restructuring the physical environment | Yes Yes Yes Yes | Enhance refusal self-efficacy Impart skills required to say no to e-cigarette experimentation Suggest to parents to discourage their children from using e-cigarettes via an information leaflet on their role in health behaviours |
• Control beliefs |  | Environmental context & resources | Training Restriction Environmental restructuring enablement | Restructuring the physical environment | No Yes Yes Yes | Provide information on legislation around the use of e-cigarettes in young people. Raise safety concerns about e-cigarettes bought online. Create the expectation that there is a cost or punishment associated with the use of e-cigarettes. Embed these components in a school-based policy around the use of e-cigarettes in school |