Background
Adaptation to chronic disease
Self-management versus health promotion
A health promotion intervention based on goal management: a different approach
Difference in:
|
Disease-specific self-management intervention
|
Goal management intervention
|
---|---|---|
Aim of intervention | Control and management of disease | Maximizing psychological health, social and physical functioning |
Focus / approach | Reductionist | Holistic |
Perspective | Patient-centered (disease-specific orientation) | Outsiders’ perspective (disease) | Person-focused (body systems are interrelated) | Insider’s perspective (illness) |
Content | Disease-specific | Multiple-related diseases | Not disease-specific |
Subject-matter | Predetermination of course content | Room for personal problems and difficulties |
Acquisition of | Specific competencies for predetermined assumed problems | General multi-deployable competencies |
Goal management
Polyarthritis
Goal management and adaptation to polyarthritis
Aims of the current study
Methods and design
Participants
Randomization
Experimental condition
Meeting | Topic | Main goals meeting | Applied techniques#
|
---|---|---|---|
1. | Arthritis in daily life | Become aware of the influence of polyarthritis in the different domains of life. | Information (general), instruction, problem identification, behavioral information (narratives), modeling (by narratives), vicarious reinforcement (narratives), comparison (with narratives and other participants), emotional social support (by other participants), set homework tasks, prompt (email after meeting to do homework). |
2. | Important personal goals | Link activities that are threatened by polyarthritis with the associated higher goals. Distinguish between lower order and higher order goals. Discuss the four goal management strategies and their pros and cons and accompanying emotions. | Information (goals, pyramid and hierarchy of goals), reframing (hierarchy of lower/higher order goals), instruction, problem identification (goal hierarchy and main goals), behavioral information (goal management strategies), record antecedents and consequences of behavior (discussion of goal management strategies), modeling (by other participants), cognitive restructuring (discussion of goal management strategies), emotional social support, set homework tasks, problem identification (homework: define threatened activity) |
3. | Dealing with goals | Formulate the first threatened activity for the personal trajectory. Explore the feasibility of goal management strategies for resolving threatened activity. | Information (general), feedback (group discussion on threatened activity), social comparison (group discussion), vicarious reinforcement (group discussion), general problem solving, record antecedents and consequences of behavior (mental simulation), imagery (mental simulation), mental rehearsal (mental simulation), decision making (mental simulation) reframing (of goal management strategies by mental simulation), set homework tasks, planning (homework: write action plan) |
4. | Emotions & Action plan | Design action plan for the personal trajectory. Anticipate resistance for change from self and social environment. | Feedback (group discussion on action plan), social comparison (group discussion), vicarious reinforcement (group discussion), planning (action plan), coping planning (action plan), information (emotions and resistance), modeling (by personal role model), vicarious reinforcements (role model), set homework tasks, practice behavior (goal management strategy by action plan), prompt (email after meeting to execute action plan) |
5. | Alternative goal management strategy & Evaluation | Evaluate action plan and the goal management strategy used. Choose new activity for personal trajectory and practice alternative goal management strategy to solve problems with the particular activity. | Goal review (evaluation execution action plan), feedback, social comparison (group discussion), general problem solving, record antecedents and consequences of behavior (mental simulation), imagery (mental simulation), mental rehearsal (mental simulation), decision making (mental simulation) reframing (of goal management strategies by mental simulation), cognitive restructuring (of goal management strategies), planning (action plan), coping planning (action plan), set homework tasks, practice behavior (execution of action plan and goal management strategy), relapse prevention (personal warning signs) |
6. | Looking back and ahead | Evaluate action plan and used goal management strategies. Consolidate learned skills and competencies. Evaluate progress during program. | Goal review (evaluation execution action plan), feedback, social comparison (group discussion), relapse prevention (personal warning signs), coping planning (personal warning signs), cognitive restructuring (of goal management strategies), planning (plan actions for future), coping planning (plan actions for future) |
Topics
Behavior change techniques
Trainers
Control condition
Measurements
Content | Measurement point | Scale | Reference | Example item | Scale range | Cronbach’s alpha a
| Items | Response options |
---|---|---|---|---|---|---|---|---|
Depression | Intake, T0, T1, T4 | Hospital Anxiety and Depression Scale (HADS) | Zigmond & Snaith, 1983 [60] | I have lost interest in my appearance. | 0-21 | .81 | 7 | various response format (0–3) |
Anxiety | Intake, T0, T1, T4 | HADS | Zigmond & Snaith, 1983 | I feel tense or wound up. | 0-21 | .83 | 7 | various response format (0–3) |
Positive affect | T0, T1, T4 | Positive subscale of the Positive and Negative Affect Schedule (PANAS) | Watson, Clark, & Tellegen, 1988 [67] | Rate how you felt during the past week: e.g., attentive, interested. | 10-50 | .92 | 10 | very slightly or not at all (1) - very much (5) |
Purpose in life | T0, T1, T4 | Purpose In Life scale (PIL) | My daily activities often seem trivial and unimportant to me. | 6-30 | .82 | 6 | strongly disagree (1) -strongly agree (5) | |
Social participation | T0, T1, T4 | Family role, autonomy outdoors, social relations and work and education subscales of the Impact on Participation and Autonomy (IPA) questionnaire | Cardol, De Haan, De Jong, Van den Bos, & De Groot, 2001 [70] | Domain autonomy outdoors: The possibility to spend my (spare) time like I want to is… | 0-4 | .76 | 25 | very good (0) - very poor (4) |
Pain | T0, T1, T4 | 1 item with 100 mm visual analogue scale | - | Please indicate how much pain you had in the last 7 days due to your condition? | 0-100 | - | 1 | no pain at all (0) -unbearable pain (100) |
Fatigue | T0, T1, T4 | 1 item with 100 mm visual analogue scale | - | Please indicate your level of fatigue averaged over the past 7 days? | 0-100 | - | 1 | no fatigue (0) -completely exhausted (100) |
Physical functioning | T0, T1, T4 | RAND-36 physical function subscale | Does your health limit you in these activities? If so, how much? E.g., Walking a half mile. | 10-30 | - | 10 | Yes, limited a lot (1) – No, not limited at all (3) | |
Goal maintenance | T0, T1, T4 | Tenacious Goal Pursuit (TGP) | Brandtstädter & Renner, 1990 [73] | When faced with difficulties, I usually double my efforts. | 15-75 | .73 | 15 | strongly disagree (1) -strongly agree (5) |
Goal adjustment | T0, T1, T4 | Flexible Goal Adjustment Scale (FGA) | Brandtstädter & Renner, 1990 | I adapt quite easily to changes in plans or circumstances. | 15-75 | .79 | 15 | strongly disagree (1) -strongly agree (5) |
Goal disengagement | T0, T1, T4 | Goal Adjustment Scale | Wrosch, Scheier, Miller, et al., 2003 [42] | If I have to stop pursuing an important goal in my life, it’s easy for me to reduce my effort towards a goal.
| 4-20 | .53 | 4 | strongly disagree (1) -strongly agree (5) |
Goal reengagement | T0, T1, T4 | Goal Adjustment Scale | Wrosch, Scheier, Miller, et al., 2003 | If I have to stop pursuing an important goal in my life, I seek other meaningful goals.
| 6-30 | .88 | 6 | strongly disagree (1) -strongly agree (5) |
Goal management strategies | T0, T1, T4 | Goal Management Strategy Vignettes (GMSV) | See article’s text | - | - | - | Open ended | |
Coping versatility | T0, T1, T4 | Coping Flexibility Questionnaire (COFLEX) | Vriezekolk, Van Lankveld, Eijsbouts, Van Helmond, Geenen, & Van den Ende, 2012 [51] | I can easily change my approach if necessary. | 9-36 | - | 9 | rarely or never (1) –almost always (4) |
Self-efficacy pain | T0, T1, T4 | Arthritis Self-Efficacy Scale | Lorig, et al., 1989 [30] | I am certain that I can keep arthritis pain from interfering with my sleep. | 1-5 | .83 | 5 | strongly disagree (1) -strongly agree (5) |
Self-efficacy for other symptoms | T0, T1, T4 | Arthritis Self-Efficacy Scale | Lorig, et al., 1989 | I am certain that I can control my fatigue. | 1-5 | .82 | 6 | strongly disagree (1) -strongly agree (5) |
Demographics | T0 | Sex, age, marital status, education and current state of employment | - | - | - | N.A. | 6 | various response format |
Disease characteristics | T0 | Diagnosis and disease duration | - | - | - | N.A. | 2 | Various response format |
Co-morbidities | T0 | Checklist with 15 categories of conditions b
| Based on the International Classification of Diseases (ICD-10: WHO, 1992) | - | 0-16 | N.A. | 16 | - |
Medication use | T0, T1, T2, T3, T4 | - | - | See article’s text | N.A. | N.A. | 2 | See text |
Utilities | T0, T1, T4 | EQ-5D | I have no problems in walking about. | 1-3 | - | 15 | No problem (1) - extreme problems (3) | |
Direct medical costs | T0, T1, T2, T3, T4 | - | - | See article’s text | N.A. | N.A. | 3 | Open ended |
Indirect non-medical costs | T0, T1, T2, T3, T4 | - | - | See article’s text | N.A. | N.A. | 7 | Open ended |
Price estimate | T1 | - | - | See article’s text | N.A. | N.A. | 1 | In euros for de complete course |