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Lecture 13: Promoting Sustainable Behaviour (Models for changing behaviour…

- - - - Reminders to behave (eg. Labelling a light switch or "Please recycle"
    - - How it is measured
        
        Asking questions
        
        Sharing knowledge
        
        Not praising -ve acts
        
        expressing preference
      - Werner High school toxic household product study
        
        Groups that also had guided group discussion were more strongly influenced
        
        Measurement of attitudes
        
        Females endorsed message more
        
        Male just processed the info more deeply
        
        groups received info via lecture to change toxic household products
      - more impt for females
    - - Rewards more effective than punishment
      - Punishment
        
        Increase detection avoidance
        
        Arouse hostility & resistance
        
        Does not say what individuals should do
        
        Reduce behaviour
    - - eg. electric usage to monitor if goal is achieved
    - - Greater costs of performing unwanted behaviour eg. high taxes on cars
    - - Nolan et al California study
        
        ppl like to do what others do and conform
        
        Msgs abt other neighbours' electric usage more effective than just info about environmental protection
    - - HOV lanes
      - Rebates on efficient technology
      - Pay per size garbage collection
      - Niger Tree ownership
      - Bottle bills
      - social approval may be higher incentive than monetary
    - - What is allowed or enabled by the physical environment
      - sustainable behaviour options not always available eg. presence of recycling bins
- - - - eg. "50 simple things you can do to save the earth"
      - stronger factor than knowledge or attitudes
      - perceive that within control and they can do smth
    - - Value-belief-norm model
    - - Swiss study
        
        feeling responsible for pollution predicted behaviour
        
        anonymity reduces behaviour change
      - can get ppl to make a commitment to foster sustainable bhvr
      - Need to feel responsible if not Bystander effect
    - - theory of planned behaviour
    - - more likely to act if ppl understand
      - Works better on those with the intention already
    - - behaviours not in line with attitudes->seek to reduce this dissonance
    - - environmental education can increase emotional response to nature
      - Fear appeals
        
        moderate fear more succesful
        
        can backfire & breed denial
- - - - Develop strategy for change
        
        prompts
        
        norms
        
        Commitment
        
        Incentives
        
        Communication
      - Pilot and implement strategy
      - Identifying barriers & benefits to an activity
      - Evaluate the strategy
    - - Didymo
        
        Clogs up streams, rivers
        
        Damages environment
        
        Slimy weed that grows in freshwater
      - Check, Clean and Dry Campaign
        
        Instill norms of bhvr when using freshwater
        
        Provided incentives & disincentivesto not spread didymo
        
        Many prompts to remind ppl to clean their boat
        
        Effective communication abt problem & soln
        
        Got ppl to commit to cleaning program
        
        Evaluated results every year
      - protection of freshwater invasive plants
      - Biosecurity act
  - - - Usually doesn't generate the needed attitude & value changes to support sustainability
      - Creates avoidance & resistance
      - Enforcement can be very costly
    - - can stop target behaviour
      - fines can raise money
      - can be effective in the short term
  - - - Observe
        
        observe behaviour under ordinary circumstances
      - Intervene
        
        Modify behaviour
      - Define
        
        define target behaviour
      - Test
        
        Check for effectiveness
    - - Sense of belonging (social norms)
      - People must actively care
      - Self-efficacy
    - - External factors used to improve behaviour
      - Behavioural reinforcement
      - Focus on observable behaviour
  - - - Clearly communicate attitude
      - Be dynamic in information used
      - Communicate about familiar environment in familiar ways
      - Develop institutional support
      - Implant norm in social group
    - - Central route
        
        Subject has motivation & ability to process msg
        
        Msg is elaborated & thought abt
        
        long-term attitude change
      - Peripheral route
        
        Short term attitude change
        
        Smth attractive abt msg, but not elaborated
- - - - 20 of 38 target behaviours improved
      - control group had no change
    - - Made them more mindful of habitual behaviour
      - Provided social support