LEARN! Manual Example #6
This example shows how the Austrian Road Safety Board (KFV) applied a theoretical model of behaviour to their problem analysis and needs assessment, and formulated their objectives accordingly.
Related Steps
Formulating Outcomes and Objectives
Achieving Change
Age Group
16 to 17 year olds
Psychological theories aim at explaining the relationship between attitudes and behaviour. A theory-based approach not only makes it possible to provide information about whether a workshop or an intervention programme works, but also how and why it succeeded, or did not.
Therefore, when the Austrian Road Safety Board (KFV) designed its workshop “Geschwindigkeit: Risiko?” (“Speed: A Risk?”), a suitable theoretical model of behaviour for the workshop sequences were considered in advance, along with its contents and methods, as well as the evaluation process. In a nutshell, the following steps were taken.
A literature and study analysis provided information on the target group. Input on specific needs and the state of development to be considered could thereby be identified. This information in turn supported the selection of a suitable behavioural model.
In the case of KFV’s workshop it was decided to apply the Information-Motivation-Behavioural skills (IMB) model by Fisher and Fisher. This model was originally developed for AIDS prevention and consists of three components, which are essential for initiating and maintaining safe behaviour in general:
- information on risk reduction;
- motivation to act in a risk reducing manner; and
- behavioural skills for risk reduction.
All three components are interrelated, and each of them is related to safe behaviour.
For the workshop, the three components and the outcome behaviour of the IMB model represented the main objectives: the workshop should create more knowledge about speeding and the corresponding risks (information), should motivate the participants to choose a safe driving speed or tell their friends to do so (motivation), and should enable them to wrap up their message in a manner that is acceptable to their friends (behavioural skills).
Regarding information, the main objective focused on gaining knowledge about the relationship between speed and risk in road traffic, e.g. knowledge on collision and injury risk. The motivation component aimed at recognising risky behaviour and the intention to change it, e.g. taking another perspective and looking into social norms. Concerning behavioural skills, the main objective focused on reducing risky speeding behaviour, e.g. learn to resist peer pressure.
Having a behavioural model underlying the workshop gave the opportunity to evaluate not only the process, but also the effectiveness of its contents. The evaluation of the workshop (a before-and-after design was used with a further survey after three months) allowed a verification of all workshop parts and an improvement of specific workshop contents or methods. The IMB model proved to be a suitable theoretical basis for the workshop. The content and method with regard to the three components (information, motivation and behavioural skills) supported the participants in addressing speed choices.
More Information
Fisher & Fisher (1992), A general social psychological model for changing AlDS risk behavior. In: Pryor & G. Reeder (Edr). The social psychology of HIV infection. Hillsdale NJ: Erlbaum.