![]() In this sense, the results of education intervention trials sometimes compare resource-intensive educational interventions to lower-cost educational interventions, rather than directly testing for the overall effects of educational interventions. Sometimes the control groups in educational intervention trials are provided with some information or education, of a level which seems more comparable with interventions currently used in the farmed animal movement, such as leafleting or online ads, and the intervention group receives content uncommon in activism, such as telephone or face-to-face counseling. Where behavioral outcomes are measured in meta-analyses, there are some wide confidence intervals (CIs), but point estimates tend to suggest small effect sizes. Overall there is moderate evidence from the health behavior literature that educational interventions are likely to be effective at changing behavior in the farmed animal movement. This section focuses on such interventions, though separating educational from behavioral interventions for analysis can be an arbitrary process at times. For example, the authors of one Cochrane review note that, “n school settings, universal prevention typically takes the form of alcohol awareness education, social and peer resistance skills, normative feedback, or development of behavioural norms and positive peer affiliations.” However, some reviews evaluate interventions that are primarily focused on enhancing knowledge and affecting the “rational determinants” of behavior, rather than trying to provide behavioral support. In health behavior interventions, educational content is often integrated with behavioral support or advice. Individual and small group educational and supportive behavioral interventions Education or information only Other intervention types or points of interestĮffectiveness of interventions varying by demographic characteristics Population-level and large group interventions Other individual and small group interventions Other moderators of the effectiveness of individual and small group educational and supportive behavioral interventions Self-help, self-monitoring, and self-managementĪction planning, coping planning, problem solving, and implementation intentionsĮducational or behavioral interventions as additions to pharmacological interventionsĮffectiveness across different modes of deliveryīroader mobile phone interventions (mHealth)Įxplicit consideration of print-based materialsīroader consideration of non face-to-face modes of deliveryĬommunity-based interventions and population-level interventions Individual and small group educational and supportive behavioral interventions The main report is available at: Table of Contents Each of these appendices and supplementary documents was less thoroughly edited than Sentience Institute’s usual standard, in order to reduce the time required to summarize the extensive health behavior literature.
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