When it comes to creating and implementing a new routine for your child, there’s a good chance that you’ve done more than your fair share of research. You’ve looked into rewards systems for routines, setting SMART goals to stick to a routine—you’ve even come up with a plan for dealing with unexpected alterations to a routine!
But have you really looked at the science behind what might make your child want to actually stick to that routine?
Understanding how the brain works is important when it comes to setting and maintaining a routine. If you want to instill a lasting change in behavior, it may help you to understand how the transtheoretical model of behavior change fits in with building structure and routine.
What is the Transtheoretical Model of Behavior Change?
The transtheoretical model of behavior change is a theory that was first introduced by James Prochaska, a noted psychologist, in the 1980s. It is sometimes referred to as the “readiness-to-change” model since it primarily addresses a person’s innate willingness to stick to a new behavior or routine.
It includes five central stages, which we’ll address below, through which a person progresses and can ultimately be met with success. You can use this model to help your child from where he is at, no matter how regressed or advanced, so that he can move forward regardless of his stage or level of readiness.
The theory, which is really more of a model, was created after Prochaska interacted repeatedly with individuals going through traditional behavior change programs. In these programs, individuals were just expected to adopt new, healthy behaviors immediately. Should they fail, as they almost always did, they were blamed for a lack of willpower.
Sometimes, Prochaska noted, a person might not be ready to change. That lack of readiness shouldn’t necessarily indicate a lack of self-control or an inability to complete the program of change.
Benefits of the Model for Setting a Routine
The transtheoretical model has most often been used to create treatment plans for individuals dealing with issues like smoking, weight management, depression, stress, and medication adherence.
Used by the Centers for Disease Control and Prevention and other noted health organizations, it can also be extremely effective when setting a new routine – especially for a child with unique learning needs, like autism.
Stages in the Transtheoretical Model of Behavior Change
There are six key stages in the transtheoretical model of change. Here’s a brief overview and how they apply to creating a new routine.
Precontemplation
In the precontemplation stage, potentially the most frustrating stage for parents, a person does not intend to change. Not at all. Not even a little bit.
In most cases, people in the precontemplation stage are unaware that they have a problem. Say, for example, you are trying to create a routine with your child that involves completing homework at a certain time of day with the ultimate goal of getting better grades. A child stuck in the precontemplation stage might not wish to adopt this routine because he does not see the importance of getting better grades – a C is fine.
In the precontemplation stage, your main goal should be to get your child to think objectively about what he could benefit from a change in routine. Ask yourself – and your child – these questions:
- Is the child open to discussing the existing behavior patterns?
- Are they willing to think about the possibility of change?
- Is your child approaching a milestone (a birthday, college application deadlines, etc) that might make it easier or more desirable for him to change?
Contemplation
The next stage in the model is contemplation. In this stage, a person might plan to adopt new habits or a new routine in the future – but not necessarily any time soon. This stage is similar to the last in that it is still not an active stage – nothing is actually happening, at least not that can be observed.
However, a child who is in the contemplation stage is one that is beginning to overcome his fear of change and open up to the idea of a new routine. You might be able to encourage your child to consider a new routine in this stage.
Preparation
For parents and teachers, this is perhaps the most exciting part of the process – the child is now not only physically and mentally open to the idea of making a change but is physically and mentally ready to do so.
The best way to encourage your child in this stage is to build their confidence. Consider the following questions and use your answers to guide you as you help your child take the next step:
- Is your child preparing to face certain obstacles? How can you troubleshoot these in advance?
- When will they take the first step?
- Will your child’s new change in routine be announced to or shared with anyone else? (this can help build confidence)
As you are preparing to embark on a new routine with your child, you may want to revisit this article about determining whether a new routine will stick.
Action
Although this is the most important part of the model, it can be the most exhausting. Now is the time when old habits are replaced with new ones and this is also the time when your child will need the most support from you. It’s important to reward small steps toward change and to encourage the development of new habits.
Maintenance
Once the routine has settled, it’s now time to maintain it. Revisiting goals often is key, as is sitting down with your child frequently to find out what is working and what is not. You may want to ask your child (as well as yourself) the following questions periodically, either on a monthly basis or perhaps more often than that:
- What can you do to support your child’s long-term success?
- Can you introduce new challenges (ie, new additions to the routine) to keep your child adequately engaged and not bored?
- What stressful situations or major life events may occur and intervene with the progress your child has made so far?
Termination
The final stage in the model is often considered to be an “optional” stage. Termination is when the person who is trying to adopt a new behavior (in this case, a new routine) can now do so with zero effort and zero desire or inclination to return to past habits.
Of course, all of these stages are not linear. There’s a chance that your child can start out on this journey and then regress back to the precontemplation or contemplation stage. That’s ok! Work with your child to find new opportunities for progress and you’ll get there, albeit slowly.
Using the Transtheoretical Model to Build a New Routine
These are some other tips you can follow to help your child build a new routine in the vein of the transtheoretical model.
Start With a Strong Vision
When moving from the precontemplation to contemplation stage and then on into action, it’s important that you support your child by helping them develop a strong vision. Of course, you too need to have a good idea of how you will help your child adopt the new routine – but you also need to make sure you can get your child on board. It is imperative that they know exactly what the goal in creating and sticking to this new routine actually is.
Setting SMART Goals
Once you have that vision in mind, you and your child can set SMART goals to help put the new routine in place. These goals can be as large or as small as you’d like, but it’s generally recommended that larger goals should be broken up into more manageable miniature goals as well.
Focusing on Personal, Environmental, and Behavioral Factors
As you and your child are working toward the integration of a new routine, be sure you pay attention to the personal, environmental, and behavioral factors that can affect your success.
Ask yourself (and your child) the following questions:
- What positive physiological states encourage self-efficacy? How can those positive states be achieved (ie, through exercise, enjoyable hobbies, time with friends, etc)?
- What kinds of environments support your child as he adopts a new routine? (this might be in terms of the tangible environment, such as a neat, organized room or the intangible, such as a strong support system of friends and family)
- What behaviors increase feelings of self-efficacy?
Revisit Often
Revisit the goals for the plan often. This will allow both you and your child to revise the routine as needed.
Have a Checklist or Journal
To help you keep track of goals and whether the routine is being adequately adopted, keep a daily checklist or a journal. This will help you clearly remember major issues, milestones, or other moments that you might want to keep track of.
Careful Self-Monitoring is Key
The transtheoretical model is purely that – theoretical – but it may be extremely helpful as you are trying to understand how your child’s brain works in regards to goal setting. Reading through the principles of the model may also help you initiate healthy behavioral changes in your child and to understand why when various setbacks occur.
Consider incorporating it as you develop a new routine for you and your child – and revisit the core principles often to help you stay on top of your mutual goal setting.
Further Reading
- Eydie Kramer: Engaging in Healthy Behavior Change
- Rebekah Pierce: How To Assess The Likelihood That A New Routine Will Stick
- Rebekah Pierce: Using SMART Goals To Improve Financial Literacy In Unique Learners
- Wayne M. LaMorte, MD, PhD, MPH: The Transtheoretical Model (Stages of Change)