Health Education Research Advance Access originally published online on December 23, 2004
Health Education Research 2005 20(2):244-258; doi:10.1093/her/cyh005
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Health Education Research Vol.20 no.2, © Oxford University Press 2005; All rights reserved
The Transtheoretical Model and stages of change: a critique
Observations by five Commentators on the paper by Adams, J. and White, M. (2004) Why don't stage-based activity promotion interventions work?
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The Transtheoretical Model (TTM) has for some time now enjoyed fame (or even notoriety). Indeed, Health Education Research has been pleased to publish a number of articles over recent years. We were especially pleased to publish Adams and White's (Adams and White, 2004
) interesting and arguably heretical paper which appears in this edition of the Journal (and was published in advance on our website). We felt this would be an excellent opportunity to repeat our recent venture in which we invited a Commentary Group of distinguished researchers to react to three articles on the European Smoking Prevention Framework Approach in Health Education Research, 18(6), 664–677 (2003). Accordingly, we invited six equally distinguished commentators to provide a critical review of the TTM.
We are very grateful to these six colleagues for their efforts—and, of course, we thank Jean Adams and Martin White for not only agreeing to their
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Commentary 1 |
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Applying stages of change to complex health behaviors
The complexity of behavior
The validity of staging algorithms
The real determinants of changing physical activities
Are stage-targeted interventions ineffective?
No long-term effects
Stage progression is not the same as behavior change
Conclusions
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Commentary 2 |
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Commentary 3 |
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Commentary 4 |
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Commentary 5 |
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