The Transtheoretical Model of Change by Prochaska and Diclemente

Personal change processes, analyzed with a magnifying glass through Prochaska's theory.

Change is an individual and personal process, and no one can change another person no one can change another person if that person does not want to change.. That is why coaching has the complex mission of empowering people to become aware of their own capacity to achieve their goals and to bring about positive and lasting changes in their lives.

For several decades, a theoretical model of change has been applied in many fields (addictions, unhealthy lifestyle changes, etc.) to help understand why individuals often fail despite wanting to make a change in their lives.

The process of personal change as seen from Psychology

 

There has been little work in the literature regarding specific change in the field of coaching, but one psychotherapeutic theory has proven to be very effective in this regard, as it proposes not only a description of the phases or stages of change, but also provides a framework conducive to proper intervention. This theory was proposed by James Prochaska (in the picture) and Carlo Diclemente and is called Transtheoretical Model of Change.

This model explains the phases that a person needs to overcome in the process of changing from a problematic behavior (or behavior to be changed) to a non-problematic one, considering motivation as an important factor in this change. (or behavior to be changed) to one that is not, considering motivation as an important factor in this change, and assigning the subject an active role, since he/she is conceived as the main actor in his/her behavioral change.

The model also takes into account variables other than motivation, which, in the authors' opinion, influence behavioral change. These elements are: the stages of change, the process of change, the decisional balance (pros and cons) and self-confidence (or self-efficacy).

Since any personal change requires commitment, time, energy and clear and realistic strategies, it is important to recognize that this process may involve difficulties. This theory warns that it is likely to relapse and return to earlier stages.. Therefore, it provides hope for individuals, as accepting failures as normal positively affects the perception of self-confidence (self-efficacy).

Coaches should make clients aware of this aspect of the theory, as it is a useful tool for empowering clients to change.

The stages of Prochaska and Diclemente's model of change

This model provides us with the opportunity to understand that human development is not linear but rather circular and that human beings can go through various stages, and even stagnate and regress on the road to change.

The different stages of the Prochaska and Diclemente model are shown below, and for a better understanding, we will use as an example an individual who wants to start exercising to improve his health and leave behind the sedentary life to which he was accustomed:

• PrecontemplationPrecontemplation: at this stage the person is not aware of having a problem, and there are often defense mechanisms such as denial or rationalization. In our example, the individual would not be aware of the negative effects of a sedentary life or would repeat to himself "something has to die of".

• ContemplationIn this phase the person realizes that he/she has a problem, starts to look at the pros and cons of his/her situation, but has not yet made the decision to do something about it. In our example it would be someone who is aware that a sedentary lifestyle causes many health problems, but has not made the decision to join a gym or repeats "he will join".

• PreparationPreparation: the person has already made the decision to do something about it and is starting to take some small steps. In our example, this would be a person who goes to buy sports clothes or joins the municipal swimming pool.

• ActionAction: the person takes the necessary steps, without excuses or delays. In our example, the person begins to do physical exercise.

• Maintenance: the new behavior is established, it starts to become a new habit. In our example, the person has been going swimming frequently or running regularly for more than six months.

Maintenance phase

In the maintenance phase, the person can move on to the "completion" phase in which the new habit is already solid and it is difficult to abandon it, since it is part of his life; or he can relapse (although he can relapse at any stage), but never going back to the "precontemplation" stage.

Relapses

In case of relapse, the person may:

• Re-engage with the change, acknowledge his or her progress, learn from the experience, and try not to make the same mistake again.
• See the relapse as a failure and stagnate forever without changing.

Therefore, in case of relapse the coach must make the client see that it is not a failure and must encourage him/her to go ahead with the change.

The phases and levels of change

This dimension of the Transtheoretical Model of Prochaska and Diclemente explains what changes are needed to abandon a problematic behavior and tells us the content of this change. All behavior is given a context and conditioned by certain environmental factors.

The different conditioning factors are organized in five interrelated levels, on which the coach intervenes following a hierarchical order, from the most superficial to the deepest. As they are interrelated, a change at one level may lead to a change at another, and it is also and it is also possible that an intervention at all levels may not be necessary, since not all levels necessarily affect the behavior to be changed.

The five levels of change are:

• Symptom/situational (pattern of harmful habits, symptoms, etc.).

• Maladaptive cognitions (expectations, beliefs, self-evaluations, etc.).

• Current interpersonal conflicts (dyadic interactions, hostility, assertiveness, etc.).

• Systemic/family conflicts (family of origin, legal problems, social support network, employment, etc.).

• Intrapersonal conflicts (self-esteem, self-concept, personality, etc.).

Coaching applied to personal change processes

Normally the intervention starts at the most superficial level, and as the as it progresses, it is possible to intervene on deeper levels.. The reasons for usually starting the intervention at the most superficial level are:

• Change tends to happen more easily at this more manifest and observable level.

• This level usually represents the main reason for coming to the coaching session.

• Since the level is the most conscious and present, the degree of interference needed for assessment and intervention is less.

• Since these levels are not independent, change at one level is likely to result in changes at other levels.

Decisional balance

The decisional balance is the relative weight between the pros and cons of changing behavior, which each individual assigns in his or her awareness process. The model predicts that for individuals in the precontemplation stage, the cons of change will be more evident than the pros and that this decisional balance will gradually reverse as individuals move through the remaining stages.

For individuals in the action and maintenance stages, the pros of change will be more important than the pros, the pros of change will be more important than the cons..

Another key: Self-efficacy

The Self-Efficacy is a person's judgments and beliefs about his or her abilities to successfully perform a given task and, therefore, directs the course of action. It helps to face different difficult situations, without having relapses. Therefore, it is positive for coping with the various problematic situations that may arise during the change process and positive for maintaining the desired behavior.

The model predicts that self-efficacy will increase as individuals move through the stages of change..

If you want to learn more about the concept of self-efficacy, we invite you to read the following post:

"Albert Bandura's Self-Efficacy: do you believe in yourself?"

Change strategies

Within the Transtheoretical Model of Change, the stages are useful to help place the client at a certain point.. However, little would be accomplished knowing this and not knowing the strategies that could be implemented to enable the subject to move forward.

Change processes are the activities that enable the individual to move towards a new stage, but it should be mentioned that they are not restricted to coaching. In fact, this theory comes from psychotherapy, as this model is the result of a comparative analysis of theories leading psychological therapy and behavioral change in the 1980s.

As a result of this work, Prochaska identified 10 processes occurring in the subjects who are changing their behaviorsuch as "awareness raising" from the Freudian tradition, "contingency management" from Skinner's behaviorism, and the establishment of "helping relationships" from the humanist Carl Rogers.

Processes linked to change

The processes shown below characterize people in stages of change, and each works best at a particular stage:

• Increased awareness.The following processes characterize people in stages of change, and each works best at a particular stage: Increased awareness: this has to do with individual efforts to seek information and corresponding understanding about a given problem.

• Re-evaluation of the environmentEvaluation by the subject of the behavior to be changed and its effect on interpersonal behavior and on the people close to him/her. Recognition of the benefits for these relationships derived from the modification of the behavior.

• Dramatic reliefExperimentation and expression of emotional relationships provoked by the observation and/or warning of the negative aspects associated with the behavior to be modified.

• Self-assessmentAffective and cognitive assessment of the impact of the behavior to be changed on the individual's values and self-concept. Recognition of the benefits that the behavior change represents for his/her life.

• Social liberationAwareness, availability and acceptance by the subject of alternatives.

• Counterconditioningis the substitution of alternative behaviors to the behavior to be changed.

• Helping relationshipsis the use of social support to facilitate change.

• Reinforcement managementReinforcement management: changes the structure that supports the problem.

• Self-liberationcommitment of the individual to change the behavior, including the idea that one is the owner of one's change.

• Stimulus controlis the control of situations and the avoidance of situations that initiate undesired behavior.

Strategies applied to coaching

The intervention that the person needs to have an effective change depends on the stage he/she is in. At each stage there are specific interventions and techniques that have a greater impact in helping the person move to the next stages of behavior change. Below are some strategies that the coach can use at each stage:

Precontemplation

• When the client is unaware of the negative effects of the change, it is necessary to provide appropriate information about the benefits of the change, i.e., why making the change may be beneficial to the individual. It is important that the information is provided in a non-authoritarian manner.

Contemplation

• To help visualize the arguments for and against the change.
• Encourage reflection on the different options for change and the positive effect of them.
• Encourage consideration of the first steps to begin to make the change, in a rational and realistic manner.

Preparation

• Carefully plan the change together, rather than making visceral decisions.
• Break down the action plan into achievable objectives.
• Use a contract of commitment to the change.
• Help think of ways to follow through with the action plan.

Action

• Follow the plan, monitor progress.
• Reward and congratulate for successes (even small ones).
• Remind them of the benefits that will occur if goals are achieved.
• Help identify the benefits when they occur.
• Help keep the client in the right state of motivation.
• Help them learn from things that don't go as expected.

Maintenance

• Maintain and revise plans until you are absolutely sure they are no longer needed.
• In case of relapse, try not to go back to square one. Instead, help recognize progress and encourage learning from failures so that they do not happen again.
• Help to reflect on whether it is possible to help others make positive changes based on the experience of change.

By way of conclusion

From this perspective, behavioral change is explained from its stages (the when), processes (the how) and levels (the what).. Attention is also paid to self-efficacy and motivation, understanding that the latter varies according to the stage in which the person is, and understanding that this is mediated by multiple aspects of the subject (the desire to avoid failure or maintain control of his life), which means that motivation must be approached from the global point of view, understanding it as a process.

In coaching, This model of intervention can be useful in coaching, as it provides knowledge about the stage the coachee is at and provides information about the appropriate change processes for each stage, about the level of motivation, the level of motivation, the level of motivation and the level of motivation of the coachee. appropriate for each stage, on the level(s) concerned. Therefore, it produces a progressive change in the person who intends to change, addressing first the more superficial aspects, to progressively deal with the deeper aspects.

To find out what stage the individual is in, there are different questionnaires that provide this information, but the coach can use verbal questions for the same purpose.

A theory that provides the coach with tools

Finally, in this theory there are also some aspects that are of great importance for the coach:

• The coach should not treat all people as if they were in the action stage.
• People who are in the action stage are more likely to achieve better and faster results than those who are in contemplation or preparation.
• The coach must facilitate the transition from introspection and action.
• The coach must anticipate relapses, and make the client understand that they are part of the change.
• The coach should encourage self-regulation of action plans by the coachee.