Chapters 7 and 8). We considered a similar dual system distinction in Chapter 8 when
we discussed the ELM. In the ELM, systematic or central route processing involves
reflective cognitive elaboration while peripheral route processing involves automatic
processing which may occur with little conscious monitoring.
Borland’s CEOS model provides new insights into the way in which the two
systems interact to generate emotions. Here, however, we will use the original RIM
terms and focus on what the RIM and CEOS have in common. The two systems
operate in parallel on a moment-to-moment basis with the reflective system responding
to aspects of impulsive functioning. For example, when people talk about ‘urges’ and
‘cravings’ they are referring to the reflective system’s conscious awareness of the
impulsive system regulating perceptions and action initiation processes. This is
important because awareness of such ‘urges’ is critical to regaining control of impulsive
behaviour patterns by deploying the reflective system to realign intentions and action
sequences.
Understanding interactions between these two systems is foundational to the
development of effective behaviour change interventions. Just as a friend’s reminder
can prompt monitoring of locking a door, so a food diary that is completed each time
a person eats or drinks can change the regulation of eating and drinking. Deliberately
monitoring and recording a particular set of actions reduces mindless or impulsive
initiation and regulation. Using self-monitoring in this way illustrates how a change
technique can be selected through our understanding of underpinning regulatory
processes (Abraham and Michie, 2008; Michie et al., 2009). The use of conscious
control to self-monitor is, however, taxing. By exerting conscious control over one
set of actions we may reduce the reflective system’s capacity to consciously regulate
other action sequences (Baumeister, 2002). So while activation of the reflective system
is critical to behaviour change, reliance on its capacity to override the impulsive system
may be unsustainable. Sustainable behaviour change involves practice in context so
that new behavioural routines become automatic and can be initiated and completed
with little reflective control. Thus behaviour change involves both breaking unwanted
habits and making new ones (Dean, 2013).
INFORMATION, MOTIVATION AND BEHAVIOURAL SKILLS
The information, motivation, behavioural skills (IMB) model (Fisher and Fisher, 1992
see Figure 9.3) provides a useful and well-tested model for designing individual-level
behaviour change interventions targeting reflective regulatory processes. The model
proposes that changes in the operation of the reflective system occur when individuals
are well informed, highly motivated and have the skills necessary to perform a desired
behaviour. Consequently, intervention designers should assess which informational,
motivational or skill antecedents are lacking in a target population and target these in
interventions designed to behaviour patterns within that population. This framework
can be applied as designers work through the intervention mapping process.
Provision of information may be critical when motivated, skilled people lack an
understanding of their behaviour or its consequences. For example, to lose weight,
individuals may benefit from information about the number of calories in everyday foods
and drinks and the amount and type of exercise needed to burn off the calories consumed
CHANGING BEHAVIOUR 197