The web tool
To improve the accessibility and usability of the Compendium, we have developed an interactive web tool. This tool allows users to filter content based on specific criteria, customize the Compendium to their needs, and utilize a comprehensive search function.
Compendium of Dyadic Intervention Techniques (v2.0) for health behavior change
The Compendium of DITs (v2.0) is a resource for improving the reporting of dyadic intervention content and for, the development of theory-based dyadic interventions, as it offers a comprehensive and structured presentation of dyadic intervention techniques and proposes links to theory.
In addition to the interactive web tool below, the entire Compendium (v2.0) can always be downloaded as a PDF.
How to use the filter function of the web tool:
If you want to filter for specific techniques, you can check the boxes for one or multiple criteria you want to apply. The table will automatically refresh to display only the rows that match the selected criteria. You do not need to click any additional buttons, the results will appear instantly. To remove all filters and view the full table again, click the “Clear All” button.
Who is supposed to perform the intervention task?
This filter determines who will be executing or performing the intervention task. There are typically two categories to choose from:
One partner: The intervention task is performed by one partner of the dyad (e.g., one partner creates an action plan).
The dyad: The intervention task is performed jointly by both partners (e.g., both partners are involved in creating an action plan together).
Whom is the intervention task targeted at?
This filter identifies the recipient or the primary target of the intervention task. There are typically two categories to choose from:
One partner: The intervention task is intended for one partner in the dyad (e.g., the action plan is supposed to be carried out by one partner).
The dyad: The intervention task is intended for both partners together (e.g., the action plan is supposed to be carried out by the dyad).
Which is the most proximal determinant?
This filter identifies the most proximal theoretical determinant that is stimulated by the intervention task.
Please note: Listing of a technique does not imply its effectiveness.
| No. | Execution: Who performs the intervention task? | Intervention task: What intervention task is being performed? | Target: Whom is the intervention task targeted at? | Example | Most proximal determinant | Theories of behavior change | Domain | Notes |
|---|---|---|---|---|---|---|---|---|
| 1a | One partner | receives information about the health behavior of | the other partner | Alex receives dietary advice for Billie who is pregnant. | Information processing | Knowledge/Information (An awareness of the existence of something) | ||
| 1b | One partner | receives information about the health behavior of | the dyad | Alex receives instructions for muscle-building exercises to do as a couple. | Information processing | Knowledge/Information (An awareness of the existence of something) | ||
| 1c | The dyad | receives information about the health behavior of | one partner | The dyad receives recipes recommended for Alex who has suffered a heart attack. | Information processing | Knowledge/Information (An awareness of the existence of something) | ||
| 1d | The dyad | receives information about the health behavior of | the dyad | The dyad receives information about how to safely use condoms. | Information processing | Knowledge/Information (An awareness of the existence of something) | ||
| 2a | One partner | shares health information with | the other partner | Billie is instructed to share information about elevated cancer rates linked to smoking and secondhand smoke with Alex. | Sharing information | From social integration to health (Berkman et al., 2000) | Knowledge/Information (An awareness of the existence of something) | |
| 3a | One partner | practices skills for the health behavior of | the other partner | Alex is encouraged to attend a first-aid course to practice the correct use of an asthma spray in case Billie has an asthma attack. | Behavioral skills | Skills (An ability to proficiency acquired through practice) | support behavior: 60 | |
| 3b | One partner | practices skills for the health behavior of | the dyad | Alex is encouraged to attend a cooking course to practice preparing healthy dinners for them as a dyad. | Behavioral skills | Skills (An ability to proficiency acquired through practice) | support behavior: 60 | |
| 3c | The dyad | practices skills for the health behavior of | one partner | The dyad is instructed to practice together how to perform a breast self-examination that Alex should actively perform afterwards. | Behavioral skills | Skills (An ability to proficiency acquired through practice) | support behavior: 60 | |
| 3d | The dyad | practices skills for the health behavior of | the dyad | The dyad is guided in jointly practicing putting a condom on a condom demonstrator. | Behavioral skills | Skills (An ability to proficiency acquired through practice) | support behavior: 60 | |
| 4a | One partner | practices communication skills for the health behavior of | the other partner | Billie is encouraged to rehearse in the mirror how to talk to Alex about quitting to drink. | Communication skills | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Supportive interaction (Goldsmith, 1992), Motivational interviewing (Miller & Rollnick, 2012), Nonviolent communication (Rosenberg, 2015), Theory of dyadic illness management (Lyons & Lee, 2018) | Skills (An ability to proficiency acquired through practice) | support behavior: 61 |
| 4b | One partner | practices communication skills for the health behavior of | the dyad | Billie is encouraged to practice negotiation tactics for safer sex practices. | Communication skills | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Supportive interaction (Goldsmith, 1992), Motivational interviewing (Miller & Rollnick, 2012), Nonviolent communication (Rosenberg, 2015), Theory of dyadic illness management (Lyons & Lee, 2018) | Skills (An ability to proficiency acquired through practice) | support behavior: 61 |
| 4c | The dyad | practices communication skills for the health behavior of | one partner | The dyad is guided to practice speaker-listening skills together regarding conversations about Billie’s drinking behavior. | Communication skills | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Supportive interaction (Goldsmith, 1992), Motivational interviewing (Miller & Rollnick, 2012), Nonviolent communication (Rosenberg, 2015), Theory of dyadic illness management (Lyons & Lee, 2018) | Skills (An ability to proficiency acquired through practice) | support behavior: 61 |
| 4d | The dyad | practices communication skills for the health behavior of | the dyad | The dyad is advised to participate in a communication workshop where they as a dyad practice expressing their feelings, concerns, and expectations about safe sex. | Communication skills | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Supportive interaction (Goldsmith, 1992), Motivational interviewing (Miller & Rollnick, 2012), Nonviolent communication (Rosenberg, 2015), Theory of dyadic illness management (Lyons & Lee, 2018) | Skills (An ability to proficiency acquired through practice) | support behavior: 61 |
| 5a | One partner | takes the perspective on the health behavior change of | the other partner | Billie is prompted to try to understand why it is hard for Alex to quit smoking, thinking about barriers and challenges Alex might experience. | Perspective taking | Theories of stigma and discrimination. Empathy training, cooperative learning (Batson & Ahmad, 2009) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | IM: shifting perspective |
| 5b | One partner | takes the perspective on the health behavior change of | the dyad | Billie is encouraged to understand the stress and impact on their relationship of them both attempting to quit smoking at the same time. | Perspective taking | Theories of stigma and discrimination. Empathy training, cooperative learning (Batson & Ahmad, 2009) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | IM: shifting perspective |
| 5c | The dyad | takes the perspective on the health behavior change of | one partner | The dyad is prompted to engage in a conversation where they try to collectively understand how Alex’s life is affected by the special diet due to Alex’s gluten allergy. | Perspective taking | Theories of stigma and discrimination. Empathy training, cooperative learning (Batson & Ahmad, 2009) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | IM: shifting perspective |
| 5d | The dyad | takes the perspective on the health behavior change of | the dyad | The dyad is asked to discuss how it will feel for them as a dyad to jointly quit smoking. | Perspective taking | Theories of stigma and discrimination. Empathy training, cooperative learning (Batson & Ahmad, 2009) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | IM: shifting perspective |
| 6a | One partner | recognizes and/or adopts an attitude of being a team for the health behavior change of | the other partner | Alex is encouraged to see that Billie’s diabetes management is a joint endeavor. | Communal orientation | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 6b | One partner | recognizes and/or adopts an attitude of being a team for the health behavior change of | the dyad | Alex is encouraged to recognize that both partners’ overweight is a shared problem that the dyad needs to address together. | Communal orientation | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 6c | The dyad | recognizes and/or adopts an attitude of being a team for the health behavior change of | one partner | The dyad is encouraged to discuss and frame Alex’s hypertension as a shared challenge that they as a dyad need to approach together. | Communal orientation | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 6d | The dyad | recognizes and/or adopts an attitude of being a team for the health behavior change of | the dyad | The dyad is guided to approach their shared goal of increasing physical activity as a team effort that needs collaboration in choosing activities and setting a consistent schedule. | Communal orientation | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 7a | One partner | engages in cooperative action for the health behavior change of | the other partner | To maximize stimulus control in Alex’s endeavor to lose weight, Billie is encouraged to refrain from eating junk food in Alex’s presence. | Communal action | Coping as a communal process (Lyons et al., 1998), Developmental-contextual Model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 7b | One partner | engages in cooperative action for the health behavior change of | the dyad | Billie is prompted to coordinate the scheduling of a joint health check-up to address the dyad’s shared unhealthy lifestyle. | Communal action | Coping as a communal process (Lyons et al., 1998), Developmental-contextual Model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 7c | The dyad | engages in cooperative action for the health behavior change of | one partner | The dyad is encouraged to coordinate both partners’ schedules to clear time for Billie to participate in a yoga class. | Communal action | Coping as a communal process (Lyons et al., 1998), Developmental-contextual Model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 7d | The dyad | engages in cooperative action for the health behavior change of | the dyad | The dyad is instructed to divide responsibilities for their joint exercise routine: Billie researches and selects the workouts, while Alex ensures the living space is cleared and ready for exercise. | Communal action | Coping as a communal process (Lyons et al., 1998), Developmental-contextual Model (Berg & Upchurch, 2007), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 8a | One partner | recognizes and/or adapts norms of | the other partner | Alex is asked to think about Billie’s eating habits and recognizes Billie’s unspoken rule to always have dessert after dinner. | Norms | Dyadic health influence model (Huelsnitz et al., 2022), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social influence (Cialdini & Trost, 1998, Cialdini & Goldstein, 2004), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 8b | One partner | recognizes and/or adapts norms of | the dyad | Alex is encouraged to consider their shared bedtime habits and identifies the norm of watching late-night shows which often leads to reduced sleep hours. | Norms | Dyadic health influence model (Huelsnitz et al., 2022), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social influence (Cialdini & Trost, 1998, Cialdini & Goldstein, 2004), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 8c | The dyad | recognizes and/or adapts norms of | one partner | After discussing how it has become the norm for Alex to work late, the dyad is guided to agree on an evening cut-off time for work to promote better sleep | Norms | Dyadic health influence model (Huelsnitz et al., 2022), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social influence (Cialdini & Trost, 1998, Cialdini & Goldstein, 2004), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 8d | The dyad | recognizes and/or adapts norms of | the dyad | The dyad is encouraged to adapt their norm of watching TV after dinner by deciding to cultivate a new habit of taking short walks after meals. | Norms | Dyadic health influence model (Huelsnitz et al., 2022), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social influence (Cialdini & Trost, 1998, Cialdini & Goldstein, 2004), Social identity theory (Haslam et al., 2018) | Social Role and Identity (A coherent set of behaviors and displayed personal qualities of an individual in a social setting) | |
| 10a | One partner | reviews past mastery experiences of | the other partner | Alex is instructed to recall instances when Billie successfully met or exceeded the weekly recommendation of 150 minutes of moderate to vigorous physical activity. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 10b | One partner | reviews past mastery experiences of | the dyad | Alex is prompted to recollect successful changes in their safer sex habits. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 10c | The dyad | reviews past mastery experiences of | one partner | The dyad is encouraged to recollect together what Alex achieved so far in terms of reducing daily sedentary time. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 10d | The dyad | reviews past mastery experiences of | the dyad | The dyad is invited to reflect together on times when they successfully managed to jointly cook healthy meals at home. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 11a | One partner | reviews skills of | the other partner | Billie is guided to reflect on the skills Alex learned in therapy to manage cravings for alcohol. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 11b | One partner | reviews skills of | the dyad | Billie is instructed to list the skills the dyad possesses to prevent HIV transmission within the dyad. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 11c | The dyad | reviews skills of | one partner | The dyad is prompted to list the skills Billie possesses including breathing exercises and self-instructions to resist smoking. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 11d | The dyad | reviews skills of | the dyad | The dyad is encouraged to review the skills they have as a dyad to engage in more physical activity such as playing well together in a volleyball team. | Self-efficacy / Dyadic efficacy / Collective efficacy | Dyadic efficacy (Sterba et al., 2017), Dyadic coping: a systemic-transactional model (Bodenmann, 1997, 2016), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Capabilities (Acceptance of the truth, reality or validity about an ability, talent or facility that a person can put to constructive use) | support behavior: 62 |
| 12a | One partner | weighs the pros and cons of the health behavior for | the other partner | Alex is asked to weigh the advantages and disadvantages of cycling to work for Billie. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: pros and cons |
| 12b | One partner | weighs the pros and cons of the health behavior for | the dyad | Alex is instructed to weigh the pros and cons of the various safer sex methods they as a dyad could use. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: pros and cons |
| 12c | The dyad | weighs the pros and cons of the health behavior for | one partner | The dyad is guided to jointly weigh the reasons for and against a gastric band for Alex. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: pros and cons |
| 12d | The dyad | weighs the pros and cons of the health behavior for | the dyad | The dyad is encouraged to jointly weigh the advantages and disadvantages of adopting a vegetarian diet for their shared meals. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: pros and cons |
| 13a | One partner | recognizes health consequences for | the other partner | Reading an information brochure on the risks of skin cancer, Billie is prompted to recognize how Alex’s habit of using sunscreen decreases Alex’s risk of skin cancer. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 13b | One partner | recognizes health consequences for | the dyad | Billie is prompted to read about the risk of STD transmission within the dyad to recognize that condom use is usually the recommended safer sex practice. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 13c | The dyad | recognizes health consequences for | one partner | The dyad is guided to understand how adopting a healthier diet can lead to a significant reduction in Billie’s elevated cholesterol levels. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 13d | The dyad | recognizes health consequences for | the dyad | The dyad is encouraged to reflect on the long-term health benefits of their decision to regularly hike together, such as enhanced cardiovascular health and lower stress levels. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 14a | One partner | recognizes relationship consequences from health behavior of | the other partner | Alex is prompted to reflect on how Billie’s adopting a healthier lifestyle could lead to a longer life and them spending many more happy years together. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 14b | One partner | recognizes relationship consequences from health behavior of | the dyad | Alex is prompted to recognize that the time both partners spend on physical activity can be viewed as quality time spent together which can also enhance the dyad’s relationship quality. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 14c | The dyad | recognizes relationship consequences from health behavior of | one partner | The dyad is encouraged to reflect on how Alex’s habit to go out drinking with friends each weekend also leads to feelings of neglect and distance in Billie. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 14d | The dyad | recognizes relationship consequences from health behavior of | the dyad | The dyad is advised to discuss how their drinking behavior during joint dinners makes them more prone to relationship conflicts. | Outcome expectancies | Coping as a communal process (Lyons et al., 1998), Dyadic health influence model (Huelsnitz et al., 2022), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 15a | One partner | recognizes and/or changes attitude towards the health behavior of | the other partner | Billie is guided to reflect on the benefits of Alex’s plant-based diet and to adopt a more positive attitude towards Alex’s diet. | Attitude | Dyadic health influence model (Huelsnitz et al., 2022), From social Integration to health (Berkman et al., 2000), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 15b | One partner | recognizes and/or changes attitude towards the health behavior of | the dyad | Billie is encouraged to reflect on the importance and benefits of the dyad’s consistent condom use and to adopt a more positive attitude. | Attitude | Dyadic health influence model (Huelsnitz et al., 2022), From social Integration to health (Berkman et al., 2000), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 15c | The dyad | recognizes and/or changes attitude towards the health behavior of | one partner | The dyad is prompted to recognize that being physically active actually could be fun for Billie even though Billie would not have thought so before. | Attitude | Dyadic health influence model (Huelsnitz et al., 2022), From social Integration to health (Berkman et al., 2000), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 15d | The dyad | recognizes and/or changes attitude towards the health behavior of | the dyad | The dyad is encouraged to re-evaluate and change their initial skepticism towards their joint decision to consistently use condoms, recognizing the mutual benefits for their health and relationship. | Attitude | Dyadic health influence model (Huelsnitz et al., 2022), From social Integration to health (Berkman et al., 2000), Theory of planned behavior (Ajzen, 1991, Fekadu & Kraft, 2002), Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 16a | One partner | recognizes and/or changes values towards the health behavior of | the other partner | Billie is guided to recognize the ethical and environmental values of Alex's plant-based diet. | Values | Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 16b | One partner | recognizes and/or changes values towards the health behavior of | the dyad | Billie is encouraged to recognize that using condoms reflects the dyad’s strong valuation of health. | Values | Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 16c | The dyad | recognizes and/or changes values towards the health behavior of | one partner | To facilitate Alex’s goal to commute to work by bike every day, the dyad is prompted to recognize their shared value of prioritizing vitality and health. | Values | Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 16d | The dyad | recognizes and/or changes values towards the health behavior of | the dyad | The dyad is encouraged to view their regular check-ups and screenings as an expression of prioritizing their health and longevity together. | Values | Social identity theory (Haslam et al., 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | |
| 17a | One partner | recognizes risk for | the other partner | Alex is encouraged to reflect on the risks Alex’s smoking poses to Billie due to secondhand exposure. | Risk perception | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic health influence model (Huelsnitz et al., 2022), | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: Information about health consequences, IM: consciousness raising, personalized risk |
| 17b | One partner | recognizes risk for | the dyad | Alex is advised to consider the risks of the dyad’s unsafe sexual practices, including a heightened risk of HIV transmission and other sexually transmitted infections. | Risk perception | Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: Information about health consequences, IM: consciousness raising, personalized risk |
| 17c | The dyad | recognizes risk for | one partner | The dyad is prompted to acknowledge that Alex’s sedentary lifestyle, including long hours of watching TV, could increase the risk of developing heart disease. | Risk perception | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic health influence model (Huelsnitz et al., 2022), | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: Information about health consequences, IM: consciousness raising, personalized risk |
| 17d | The dyad | recognizes risk for | the dyad | The HIV concordant dyad is promoted to recognize the risks of drug resistance and potential super-infection without consistent condom use. | Risk perception | Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018) | Beliefs about Consequences (Acceptance of the truth, reality, or validity about outcomes of a behavior in a given situation) | BCT: Information about health consequences, IM: consciousness raising, personalized risk |
| 18a | One partner | provides reward (social/material/unspecified) to | the other partner | Billie is encouraged to compliment Alex's choice of a healthy meal over fast food. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: social reward (outcome or behavior), material reward, non-specific reward IM: provide contingency rewards |
| 18b | One partner | provides reward (social/material/unspecified) to | the dyad | Billie is prompted to provide a reward to them as a dyad and decides to buy concert tickets for them after both partners successfully reached their goal of running a half-marathon together. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: social reward (outcome or behavior), material reward, non-specific reward IM: provide contingency rewards |
| 18c | The dyad | provides reward (social/material/unspecified) to | one partner | Being encouraged to provide a reward, the dyad celebrates Billie’s reaching the target weight by buying Billie a new outfit. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: social reward (outcome or behavior), material reward, non-specific reward IM: provide contingency rewards |
| 18d | The dyad | provides reward (social/material/unspecified) to | the dyad | Being advised to reward themselves, the dyad books a weekend getaway after successfully quitting to smoke for six months. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: social reward (outcome or behavior), material reward, non-specific reward IM: provide contingency rewards |
| 19a | One partner | provides reward (social/material/unspecified) for progress/effort of | the other partner | Alex is guided to express pride in Billie's achievement of successfully losing the first 2kg (4.4lb) towards the targeted 15kg (33.1lb) weight loss. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 19b | One partner | provides reward (social/material/unspecified) for progress/effort of | the dyad | Being encouraged to reward themselves as a couple, Alex books a weekend trip to celebrate that both partners are trying to reduce the number of cigarettes smoked per week. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 19c | The dyad | provides reward (social/material/unspecified) for progress/effort of | one partner | Being prompted to reward that Alex started taking the bike instead of the car more often, the dyad spends an exclusive day together doing activities Alex loves, as a form of social recognition. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 19d | The dyad | provides reward (social/material/unspecified) for progress/effort of | the dyad | Being encouraged to reward their progress, the dyad rewards themselves with a new blender for making healthier smoothies after successfully reducing processed sugars from their joint meals for a month. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 20a | One partner | removes reward (social/material/unspecified) in case of failure of | the other partner | Being encouraged to remove rewards in case of failure, Billie withdraws demonstrating understanding and compassion when Alex fails to adhere to the goal of abstaining from alcohol. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: remove reward |
| 20b | One partner | removes reward (social/material/unspecified) in case of failure of | the dyad | Being instructed to remove rewards for them as a couple in case of failure, Billie cancels the dyad’s planned weekend getaway that they booked as a reward after they missed their joint exercise sessions for several days. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: remove reward |
| 20c | The dyad | removes reward (social/material/unspecified) in case of failure of | one partner | The dyad is prompted to reconsider their joint reward of a movie marathon after Billie misses their workout sessions. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: remove reward |
| 20d | The dyad | removes reward (social/material/unspecified) in case of failure of | the dyad | After setting up a reward system where they would watch their favorite show together for achieving 10,000 daily steps, the dyad is suggested to skip the show on days they don't reach their goal. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: remove reward |
| 21a | One partner | identifies and/or changes own role in maintaining the risk behavior of | the other partner | Alex is guided to recognize that Alex’s tolerance of smoking indoors contributes to Billie’s continued smoking behavior. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 21b | One partner | identifies and/or changes own role in maintaining the risk behavior of | the dyad | Alex is prompted to acknowledge that Alex’s passion for watching movies contributes to the dyad’s joint sedentary lifestyle and proposes the idea of joining a local sports league or dance class together. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 21c | The dyad | identifies and/or changes own role in maintaining the risk behavior of | one partner | The dyad is instructed to analyze how their habit of ordering takeout contributes to Alex’s tendency to overeat and consume unhealthy foods. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 21d | The dyad | identifies and/or changes own role in maintaining the risk behavior of | the dyad | The dyad is encouraged to identify that their habit of keeping their home stocked with alcohol contributes to their joint tendency to drink excessively. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | |
| 22a | One partner | sets a (social/material/unspecified) incentive for | the other partner | Being instructed to set an incentive, Billie offers Alex a day at the spa if Alex goes to the yearly check-up. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: incentive |
| 22b | One partner | sets a (social/material/unspecified) incentive for | the dyad | Billie is instructed to set an incentive for weight loss and, as a motivational gesture, brings home vacation brochures and plans a potential trip if both partners achieve their weight loss goals. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: incentive |
| 22c | The dyad | sets a (social/material/unspecified) incentive for | one partner | Being encouraged to set an incentive, the dyad agrees that after attending the cardiac sports group, Billie will get a day at the spa as a treat. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: incentive |
| 22d | The dyad | sets a (social/material/unspecified) incentive for | the dyad | To encourage healthier habits, the dyad is guided to set a rule: if they both replace evening snacks with fruits for two weeks straight, they will have a themed movie night with all their favorite films. | Conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Reinforcement (Increasing the probability of a response by arranging a dependent relationship, or contingency, between the response and a given stimulus) | BCT: incentive |
| 23a | One partner | identifies enjoyable behaviors for | the other partner | Alex is guided to identify enjoyable ways to engage in physical activity that Billie relished in the past to address Billie’s waning enthusiasm to engage in exercise. | Enjoyment | Companionship (Rook, 1987, 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 23b | One partner | identifies enjoyable behaviors for | the dyad | To find shared activities, Alex is instructed to identify and list physical activities they as a dyad found enjoyable in the past. | Enjoyment | Companionship (Rook, 1987, 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 23c | The dyad | identifies enjoyable behaviors for | one partner | The dyad is prompted to identify and discuss healthy dishes Alex has enjoyed cooking previously. | Enjoyment | Companionship (Rook, 1987, 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 23d | The dyad | identifies enjoyable behaviors for | the dyad | The dyad is encouraged to identify and discuss safer sex methods they as a dyad find enjoyable or appealing. | Enjoyment | Companionship (Rook, 1987, 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 24a | One partner | selects health behavior for | the other partner | Billie is guided to select appropriate mindfulness exercises for Alex to reduce distress. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 24b | One partner | selects health behavior for | the dyad | Being instructed to determine how to eat healthier as a dyad, Billie decides for them to increase intake of fruits and vegetables to enhance their joint diet in the upcoming week. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 24c | The dyad | selects health behavior for | one partner | Being encouraged to select a health behavior to offset the sedentary nature of Billie's job, the dyad selects yoga to boost flexibility and relaxation. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 24d | The dyad | selects health behavior for | the dyad | The dyad is directed to select a health behavior from a list, opting for a specific safer sex method. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | |
| 25a | One partner | sets a goal for | the other partner | Alex is instructed to set the goal for Billie to engage in daily fall prevention exercises. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 64, BCT: goal setting (behavioral outcome), IM: goal setting |
| 25b | One partner | sets a goal for | the dyad | Alex is advised to set the goal for them as a dyad to consistently use sunblock during their vacation. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 64, BCT: goal setting (behavioral outcome), IM: goal setting |
| 25c | The dyad | sets a goal for | one partner | Being encouraged to set a goal for Alex, the dyad decides on the goal to start flossing every day. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 64, BCT: goal setting (behavioral outcome), IM: goal setting |
| 25d | The dyad | sets a goal for | the dyad | Being instructed to set a goal for them as a dyad, they set the joint goal of achieving a combined total of 15,000 daily steps. | Goals | Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 64, BCT: goal setting (behavioral outcome), IM: goal setting |
| 26a | One partner | commits to a goal of | the other partner | Billie is guided to commit to Alex’s goal to lose weight. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 65, BCT: commitment |
| 26b | One partner | commits to a goal of | the dyad | Billie is encouraged to commit to the dyad's goal to refrain from purchasing sweets during grocery shopping. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 65, BCT: commitment |
| 26c | The dyad | commits to a goal of | one partner | Acknowledging Billie's weight loss aspiration, the dyad is instructed to commit to the goal of preparing and consuming healthier meals. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 65, BCT: commitment |
| 26d | The dyad | commits to a goal of | the dyad | The dyad is prompted to dedicate themselves to the goal of consistently using protection for their safer intimacy. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 65, BCT: commitment |
| 27a | One partner | reviews and/or adapts goals for | the other partner | Alex is guided to review Billie's goal of running 10 km (6.2 miles) weekly and, after observing improved stamina, suggests increasing the target to 15 km (9.3 miles). | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | BCT: review goals |
| 27b | One partner | reviews and/or adapts goals for | the dyad | Alex is instructed to review the goals for their joint exercise sessions, reflecting on the challenges and ease, and then adjusts the objectives based on this assessment. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | BCT: review goals |
| 27c | The dyad | reviews and/or adapts goals for | one partner | The dyad is prompted to review the weight loss goal set by Alex from the previous year and discuss potential revisions for the next year. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | BCT: review goals |
| 27d | The dyad | reviews and/or adapts goals for | the dyad | The dyad is encouraged to review their goal of joint meditation, considering whether to maintain or modify the frequency, or explore a different relaxation technique. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | BCT: review goals |
| 28c | The dyad | makes a contract for | one partner | The dyad is prompted to create and sign a contract committing Billie to quit alcohol. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 66, BCT: behavioral contract |
| 28d | The dyad | makes a contract for | the dyad | The dyad is encouraged to make a contract ensuring that both partners adhere to their joint goal of quitting to smoke. | Commitment | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011), Coping as a communal process (Lyons et al., 1998), Interdependence and communal coping approach (Lewis et al., 2006), Theory of dyadic illness management (Lyons & Lee, 2018), Transactive goal dynamics theory (Fitzsimons et al., 2015) | Goals (Mental representations of outcomes or end states that an individual wants to achieve) | support behavior: 66, BCT: behavioral contract |
| 29a | One partner | controls (including setting and removing) cues for | the other partner | Alex is directed to control cues by removing the candy bowl from the living room table, a known trigger for Billie's snacking habit. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | support behavior: 66, BCT: behavioral contract |
| 29b | One partner | controls (including setting and removing) cues for | the dyad | Alex is instructed to put vegetables instead of potato chips or crisps on the coffee table to reduce joint unhealthy snacking when watching TV together. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | support behavior: 66, BCT: behavioral contract |
| 29c | The dyad | controls (including setting and removing) cues for | one partner | The dyad is prompted to control cues by removing ashtrays and lighters from their living space, assisting Alex to quit smoking. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | support behavior: 67, BCT: reduce prompts/cues, restructuring the social environment, restructuring the physical environment, IM: stimulus control |
| 29d | The dyad | controls (including setting and removing) cues for | the dyad | The dyad is encouraged to control cues by clearing out all alcoholic beverages from their residence, aiding their mutual goal to abstain from alcohol. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | support behavior: 67, BCT: reduce prompts/cues, restructuring the social environment, restructuring the physical environment, IM: stimulus control |
| 30a | One partner | identifies and/or changes own behavior that serves as a trigger for | the other partner | Billie is asked to reflect on which of Billie’s behaviors might serve as a trigger for Alex’s snacking behavior and changes these triggering behaviors. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | |
| 30b | One partner | identifies and/or changes own behavior that serves as a trigger for | the dyad | Billie is prompted to identify own negative communication patterns that lead the dyad to drink alcohol, and to consider how to improve them. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | |
| 30c | The dyad | identifies and/or changes own behavior that serves as a trigger for | one partner | The dyad is instructed to list what they do as a dyad that triggers the urge to smoke in Billie. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | |
| 30d | The dyad | identifies and/or changes own behavior that serves as a trigger for | the dyad | The dyad is instructed to make a list of joint activities that lead them to use substances, and to attempt to change at least one of these activities. | Cue | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Environmental Context and Resources (Any circumstance of a person’s situation or environment that discourages or encourages the development of skills and abilities, independence, social competence and adaptive behavior) | |
| 31a | One partner | plans for | the other partner | Alex is instructed to plan a detailed meal schedule with healthy options for Billie to cut down on sugar. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 69, 11BCT: action planning, IM: implementation intentions |
| 31b | One partner | plans for | the dyad | Alex is encouraged to plan where and when they as a dyad could go on a bicycle tour together. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 69, 11BCT: action planning, IM: implementation intentions |
| 31c | The dyad | plans for | one partner | The dyad is invited to write down plans specifying when and where Alex can perform muscle strength exercises. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 69, 11BCT: action planning, IM: implementation intentions |
| 31d | The dyad | plans for | the dyad | The dyad is prompted to collaboratively plan a weekly meal prep routine, ensuring their meals align with their shared objective of consuming more whole foods. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 69, 11BCT: action planning, IM: implementation intentions |
| 32a | One partner | reviews and/or adapts plans for | the other partner | Billie is prompted to review Alex's plan for an exercise routine, and to consider potential amendments. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 32b | One partner | reviews and/or adapts plans for | the dyad | Billie is guided to review the dyad's initial plans for safer sex methods and adjust them based on the dyad's evolving needs. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 32c | The dyad | reviews and/or adapts plans for | one partner | The dyad is encouraged to review Billie's plan to eat more fiber and to discuss alternative actions if needed. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 32d | The dyad | reviews and/or adapts plans for | the dyad | The dyad is instructed to review their weekly outdoor exercise plans and to come up with alternative approaches for the winter. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 33a | One partner | creates a coping plan for | the other partner | Alex is directed to propose a coping plan for Billie in case Billie deviates from the original plan of abstaining alcohol during dinner by devising behavioral strategies to help maintain sobriety. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 33b | One partner | creates a coping plan for | the dyad | Alex is guided to suggest a coping plan for the event that the dyad faces challenges in adhering to their initial plan to use alternative safer sex methods by strategizing joint coping mechanisms. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 33c | The dyad | creates a coping plan for | one partner | The dyad is prompted to discuss challenging upcoming events and to plan for Alex how to stick to the original plan to avoid highly processed foods and adhere to a healthy diet. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 33d | The dyad | creates a coping plan for | the dyad | The dyad is encouraged to plan what they would do to maintain their abstinence from substances if their original plan to avoid high-risk events failed. | Planning | Collaborative implementation intentions (Prestwich et al., 2005), Dyadic planning (Burkert et al., 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 34a | One partner | Identifies and/or implements facilitators for behavioral performance of | the other partner | Billie is directed to pinpoint strategies that would help Alex to consistently use a helmet when cycling. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 34b | One partner | Identifies and/or implements facilitators for behavioral performance of | the dyad | In light of the dyad’s shared objective for daily activity, Billie is prompted to identify local areas that would encourage them as a dyad to engage in exercise together in the evening. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 34c | The dyad | Identifies and/or implements facilitators for behavioral performance of | one partner | The dyad is guided to identify which types of motivating music or podcasts help Billie stick to the jogging routine. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 34d | The dyad | Identifies and/or implements facilitators for behavioral performance of | the dyad | The dyad is prompted to discuss settings that facilitate their joint attempt to quit smoking. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 35a | One partner | identifies and/or performs preparatory behaviors for | the other partner | Alex is prompted to list preparatory steps for Billie to begin exercising, including purchasing appropriate footwear and finding a suitable jogging path. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 35b | One partner | identifies and/or performs preparatory behaviors for | the dyad | Alex is instructed to make a checklist of what they as a dyad have to do before they can cook a healthy dinner together, such as deciding on a recipe and buying the ingredients. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 35c | The dyad | identifies and/or performs preparatory behaviors for | one partner | The dyad is encouraged to discuss initial steps to be taken for Alex to free up time for an evening walk. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 35d | The dyad | identifies and/or performs preparatory behaviors for | the dyad | The dyad is asked to determine responsibilities regarding the purchase of condoms for practicing safer intimacy. | Proactive planning | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | ||
| 36a | One partner | identifies barriers with identification of solutions (problem solving) for | the other partner | Billie is guided to identify barriers that deter Alex from adhering to the prescribed medication schedule and brainstorm potential solutions. | Problem solving | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Interdependence and communal coping approach (Lewis et al., 2006), Social support and marital coping (Revenson, 1994), Theory of dyadic illness management (Lyons & Lee, 2018) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 70, BCT: problem solving: barrier identification without solution is not sufficient, IM: planning coping responses, participatory problem solving |
| 36b | One partner | identifies barriers with identification of solutions (problem solving) for | the dyad | Billie is prompted to reflect on challenges they as a dyad experienced in the past that hindered them to practice safer sex to prevent HIV transmission and to write down possible solutions. | Problem solving | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Interdependence and communal coping approach (Lewis et al., 2006), Social support and marital coping (Revenson, 1994), Theory of dyadic illness management (Lyons & Lee, 2018) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 70, BCT: problem solving: barrier identification without solution is not sufficient, IM: planning coping responses, participatory problem solving |
| 36c | The dyad | identifies barriers with identification of solutions (problem solving) for | one partner | The dyad is encouraged to identify challenges Billie faces in following the plan to reduce sugar intake and collaboratively think of potential solutions. | Problem solving | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Interdependence and communal coping approach (Lewis et al., 2006), Social support and marital coping (Revenson, 1994), Theory of dyadic illness management (Lyons & Lee, 2018) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 70, BCT: problem solving: barrier identification without solution is not sufficient, IM: planning coping responses, participatory problem solving |
| 36d | The dyad | identifies barriers with identification of solutions (problem solving) for | the dyad | The dyad is directed to discuss barriers preventing them from their goal of having joint gym sessions and devise solutions. | Problem solving | Coping as a communal process (Lyons et al., 1998), Developmental-contextual model (Berg & Upchurch, 2007), Interdependence and communal coping approach (Lewis et al., 2006), Social support and marital coping (Revenson, 1994), Theory of dyadic illness management (Lyons & Lee, 2018) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 70, BCT: problem solving: barrier identification without solution is not sufficient, IM: planning coping responses, participatory problem solving |
| 37a | One partner | prompts awareness of goals of | the other partner | Alex is prompted to remind Billie of the goal of applying sunblock daily. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 37b | One partner | prompts awareness of goals of | the dyad | Alex is advised to put a post-it on the fridge with a reminder for them as a dyad to reduce snacking after dinner. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 37c | The dyad | prompts awareness of goals of | one partner | The dyad is encouraged to prompt Alex's goal of reaching 10,000 steps daily by putting a sticker on the back of Alex’s smartphone. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 37d | The dyad | prompts awareness of goals of | the dyad | The dyad is advised to put a reminder on their bathroom mirror, emphasizing their mutual goal of daily flossing. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 38a | One partner | prompts self-monitoring of | the other partner | Billie is directed to prompt self-monitoring by inquiring about Alex's progress on Alex’s weekly physical activity goals. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 38b | One partner | prompts self-monitoring of | the dyad | Billie is instructed to remind them as a dyad to enter the number of cigarettes smoked each day in a smoking cessation app. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 38c | The dyad | prompts self-monitoring of | one partner | To prompt self-monitoring, the dyad is encouraged to install a water intake tracker on the fridge, allowing Billie to mark each glass of water consumed. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 38d | The dyad | prompts self-monitoring of | the dyad | The dyad is guided to establish a shared calendar, prompting self-monitoring of their collective daily caloric intake. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 39a | One partner | prompts goal-related action, if goal is not met, for | the other partner | Alex is advised to suggest Billie the use of a fitness tracker when Billie’s adherence to the physical activity goal is not sufficient. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 39b | One partner | prompts goal-related action, if goal is not met, for | the dyad | Alex is advised to replace the afternoon cookie snack with some chopped vegetables to achieve their shared goal of reducing sugar intake that day. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 39c | The dyad | prompts goal-related action, if goal is not met, for | one partner | The dyad is guided to establish cues such as leaving the bike in front of the door, when noticing that Alex’s goal to be sufficiently physically active has not been met yet. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 39d | The dyad | prompts goal-related action, if goal is not met, for | the dyad | The dyad is instructed to store condoms next to the bed to prompt them to more consistently engage in their agreed upon safer sex behaviors. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | |
| 40a | One partner | monitors | the other partner | Billie is directed to monitor and record Alex's blood pressure. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 71, BCT: monitoring of behavior by others with/without feedback, IM: self-monitoring of behavior |
| 40b | One partner | monitors | the dyad | Billie is asked to keep track of their consistent use of condoms. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 71, BCT: monitoring of behavior by others with/without feedback, IM: self-monitoring of behavior |
| 40c | The dyad | monitors | one partner | The dyad is encouraged to collaboratively monitor and note down Billie's daily water intake. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 71, BCT: monitoring of behavior by others with/without feedback, IM: self-monitoring of behavior |
| 40d | The dyad | monitors | the dyad | The dyad is guided to jointly record lapses in their new shared dietary plan. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 71, BCT: monitoring of behavior by others with/without feedback, IM: self-monitoring of behavior |
| 41a | One partner | reviews the health behavior of | the other partner | Alex is advised to review Billie's weight loss actions, including Billie’s diet and exercise behaviors. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 72 |
| 41b | One partner | reviews the health behavior of | the dyad | Alex is instructed to analyze the foods they as a dyad consume during their shared meals. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 72 |
| 41c | The dyad | reviews the health behavior of | one partner | The dyad is prompted to assess Alex’s medication adherence during the past month. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 72 |
| 41d | The dyad | reviews the health behavior of | the dyad | The dyad is encouraged to reflect on the safer sex methods they've practiced in the past and discuss their experiences. | Action control | Dyadic action control (Scholz & Berli, 2014, Berli et al., 2016) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | support behavior: 72 |
| 42a | One partner | identifies behavioral substitution for | the other partner | Billie is instructed to make a list of alternative activities for Alex when encountering triggers for drinking. | Behavioral substitution/ Counter-conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | BCT: behavioral substitution, IM: counterconditioning |
| 42b | One partner | identifies behavioral substitution for | the dyad | Billie is prompted to suggest replacing evening TV sessions with joint walks. | Behavioral substitution/ Counter-conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | BCT: behavioral substitution, IM: counterconditioning |
| 42c | The dyad | identifies behavioral substitution for | one partner | The dyad is guided to identify non-alcoholic beverage alternatives during their joint dinners for Billie aiming to cut down on alcohol. | Behavioral substitution/ Counter-conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | BCT: behavioral substitution, IM: counterconditioning |
| 42d | The dyad | identifies behavioral substitution for | the dyad | The dyad is encouraged to think about healthier substitute such as fruit salads for their late-night ice cream treats. | Behavioral substitution/ Counter-conditioning | Behavioral couples therapy (Epstein & Baucom, 2002, O’Farrell & Fals-Stewart, 2006, O’Farrell & Schein, 2011) | Behavioral Regulation (Anything aimed at managing or changing objectively observed or measured actions) | BCT: behavioral substitution, IM: counterconditioning |
| 43a | One partner | recognizes direct and indirect impact of | the other partner | Alex is instructed to recognize that Alex adopted Billie’s sleeping habits. | Interdependence | Interdependence theory (Rusbult & van Lange, 2003) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 43b | One partner | recognizes direct and indirect impact of | the dyad | Alex is prompted to recognize that their joint ritual to start their mornings with a shared cigarette is making their joint quit attempt harder. | Interdependence | Interdependence theory (Rusbult & van Lange, 2003) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 43c | The dyad | recognizes direct and indirect impact of | one partner | The dyad is prompted to recognize the positive influence of Alex's habit of preparing fruits in the morning, leading both to make healthier eating choices. | Interdependence | Interdependence theory (Rusbult & van Lange, 2003) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 43d | The dyad | recognizes direct and indirect impact of | the dyad | The dyad is directed to reflect on the detrimental health effects of their favorite activity to do as a dyad, that is their joint sedentary behavior in front of the television. | Interdependence | Interdependence theory (Rusbult & van Lange, 2003) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 44a | One partner | demonstrates the health behavior to | the other partner | Billie is instructed to demonstrate a knee-friendly running technique to Alex. | Modeling | Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Companionship (Rook, 1987, 2015), Couple synchrony (Pauly et al., 2021) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: modeling |
| 45a | One partner | performs health behavior of | the other partner | Alex is encouraged to join Billie’s exercise class. | Modeling | Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Companionship (Rook, 1987, 2015), Couple synchrony (Pauly et al., 2021) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | BCT: behavioral practice/rehearsal, IM: counter conditioning |
| 45b | One partner | performs health behavior of | the dyad | Alex is instructed to adhere to the HIV medication regime to encourage safer sex of the dyad. | Modeling | Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Companionship (Rook, 1987, 2015), Couple synchrony (Pauly et al., 2021) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | BCT: behavioral practice/rehearsal, IM: counter conditioning |
| 45c | The dyad | performs health behavior of | one partner | Following Alex’s heart attack, the dyad is guided to undertake cardiovascular-friendly exercises together. | Modeling | Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Companionship (Rook, 1987, 2015), Couple synchrony (Pauly et al., 2021) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | BCT: behavioral practice/rehearsal, IM: counter conditioning |
| 45d | The dyad | performs health behavior of | the dyad | The dyad is encouraged to attend a couple’s dance class together. | Modeling | Social cognitive theory (Bandura, 2001, McAlister et al., 2008), Companionship (Rook, 1987, 2015), Couple synchrony (Pauly et al., 2021) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 46a | One partner | shares thoughts and feelings towards the health behavior with | the other partner | Billie is encouraged to share feelings with Alex about not being able to join the colleagues for smoke breaks. | Disclosure | Thriving through relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 47a | One partner | regulates the health behavior of | the other partner | Billie is assigned the responsibility of managing Alex's medication, including organizing the pill dispenser and strictly enforcing the timing of medication intake. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: persuasive communication, coercion |
| 47b | One partner | regulates the health behavior of | the dyad | Noticing their joint tendency to skip breakfast, Billie takes the initiative to prepare a healthy morning meal for both, emphasizing the importance of a nutritious start to the day. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: persuasive communication, coercion |
| 48a | One partner | communicates persuasively about the health behavior change of | the other partner | Concerned about Billie's health, Alex is encouraged to persuade Billie about the importance of regular medical check-ups, sharing stories of early disease detection and the difference it made for friends or family members. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: persuasive communication, coercion |
| 49a | One partner | sets out negative consequences for | the other partner | Billie is prompted to assign additional household tasks to Alex, if Alex fails to reach the goal of walking 10,000 steps daily. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: punishment, BCT: punishment |
| 49b | One partner | sets out negative consequences for | the dyad | Billie is prompted to decide on a negative consequence such as not watching a movie together in case the dyad lapses in their joint exercise routine. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: punishment, BCT: punishment |
| 49c | The dyad | sets out negative consequences for | one partner | The dyad is guided to set a rule that if Billie skips the morning relaxation routine, Billie will have to take out the trash for the entire next month. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: punishment, BCT: punishment |
| 49d | The dyad | sets out negative consequences for | the dyad | The dyad is encouraged to commit to a pact that missing their joint exercise sessions twice in a week results in the obligation to run an extra mile for each missed hour. | Social control | Dual effect model of social control (Hughes & Gove, 1981, Lewis & Rook, 1999), From social integration to health (Berkman et al., 2000) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: punishment, BCT: punishment |
| 50a | One partner | identifies potential support sources/social network for | the other partner | Billie is instructed to make a list of close others who would make home visits to check on Alex after surgery. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 50b | One partner | identifies potential support sources/social network for | the dyad | Billie is directed to make a list of people who would be willing to listen to their joint struggles in adhering to a healthy diet. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 50c | The dyad | identifies potential support sources/social network for | one partner | The dyad is invited to discuss potential individuals who could assist Billie with transportation to the hospital when needed. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 50d | The dyad | identifies potential support sources/social network for | the dyad | The dyad is advised to discuss who might assist them by providing advice on how to engage in more physical activity during a busy work week. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 51a | One partner | receives education for supporting | the other partner | Alex is instructed on how to offer effective support to Billie during chemotherapy, focusing on potential side effects and strategies to alleviate them. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 51c | The dyad | receives education for supporting | one partner | The dyad participates in a workshop to learn techniques on how to provide skillful support to Alex, specifically focusing on assisting with daily blood pressure measurements. | Skillful support | Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Social cognitive theory (Bandura, 2001, McAlister et al., 2008) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 52a | One partner | provides informational support to | the other partner | To assist Alex in managing Alex's dermatitis effectively, Billie is encouraged to inform Alex about treatment options. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 53a | One partner | provides instrumental support to | the other partner | To support Billie`s pursuit to lose weight, Alex is encouraged to cook a healthy dinner for Billie. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | BCT: social support (practical) |
| 54a | One partner | provides emotional support to | the other partner | To support Alex’s goal of being more physically active, Billie is prompted to respond empathetically and supportively when Alex shares experiences, such as those from a gym class. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | 19 BCT: social support (emotional) |
| 55a | One partner | provides autonomy support to | the other partner | Alex is prompted to provide a supportive environment, offering Billie the freedom to choose the type of physical activity Billie enjoys most, rather than insisting on a particular exercise. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 56a | One partner | provides support (unspecified) to | the other partner | Billie is encouraged to offer support to Alex in the pursuit of eating healthier. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | BCT: social support (unspecified) |
| 57a | One partner | seeks social support from | the other partner | Alex is encouraged to ask Billie for support by asking to take over some household tasks to have more time to go running. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | IM: mobilizing social support, mobilizing social networks |
| 58a | One partner | increases receptiveness for social support from | the other partner | Billie is guided to become more open to Alex's emotional support, embracing opportunities to converse and express emotions during challenging times. | Support function | Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 59a | One partner | identifies support needs of | the other partner | Billie is asked to pinpoint what Alex might need during upcoming medical treatments such as emotional reassurance and physical presence. | Tailored support | Dyadic health influence model (Huelsnitz et al., 2022), Thriving through social support (Feeney & Collins, 2015), Need support (Niemic et al., 2014), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Optimal matching theory (Cutrona & Russell, 1990), 6Social networks (Kahn & Antonucci, 1980) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 59b | One partner | identifies support needs of | the dyad | Billie is encouraged to brainstorm and note down support strategies that work best for them as a dyad to achieve their joint goal of reducing daily stress. | Tailored support | Dyadic health influence model (Huelsnitz et al., 2022), Thriving through social support (Feeney & Collins, 2015), Need support (Niemic et al., 2014), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Optimal matching theory (Cutrona & Russell, 1990), 6Social networks (Kahn & Antonucci, 1980) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 59c | The dyad | identifies support needs of | one partner | The dyad is prompted to discuss and identify the words of encouragement or actions Billie finds most motivating for the attempt to quit smoking. | Tailored support | Dyadic health influence model (Huelsnitz et al., 2022), Thriving through social support (Feeney & Collins, 2015), Need support (Niemic et al., 2014), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Optimal matching theory (Cutrona & Russell, 1990), 6Social networks (Kahn & Antonucci, 1980) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 59d | The dyad | identifies support needs of | the dyad | The dyad is guided to discuss what kind of support they as a dyad would appreciate most and judge as effective for their joint goal of eating more fiber-rich meals. | Tailored support | Dyadic health influence model (Huelsnitz et al., 2022), Thriving through social support (Feeney & Collins, 2015), Need support (Niemic et al., 2014), Responsiveness (Reis, 2014), Skilled support (Rafaeli & Gleason, 2009), Optimal matching theory (Cutrona & Russell, 1990), 6Social networks (Kahn & Antonucci, 1980) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 60a | One partner | practices skills to provide support to | the other partner | To optimize support of Billie’s stress management, Alex is asked to rehearse words of encouragement and comforting strategies in anticipation of Billie's anxiety about an upcoming medical procedure. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 60c | The dyad | practices skills to provide support to | one partner | The dyad is instructed to practice a supportive interaction in which Alex provides support to Billie for the goal of losing weight. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 61a | One partner | practices communication skills to provide support to | the other partner | Billie is instructed to participate in a communication workshop to learn how to actively listen and respond supportively when Alex talks about the challenges of adhering to a restrictive diet. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 4 |
| 61c | The dyad | practices communication skills to provide support to | one partner | The dyad is guided through role-playing exercises to practice how Alex can express support for Billie’s attempt to lose weight and how Billie could respond appropriately. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 4 |
| 62a | One partner | strengthens confidence to provide support to | the other partner | Alex is urged to remember past successes in supporting Billie, boosting Alex’s confidence to help with Billie's efforts to quit smoking. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 10 |
| 62c | The dyad | strengthens confidence to provide support to | one partner | The dyad is guided to recall times Billie successfully supported Alex through tough diet transitions and Alex responded well, reminding on Billie’s capabilities. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 10 |
| 63a | One partner | recognizes and/or changes attitude towards providing support to | the other partner | Billie is encouraged to think about how helpful the support provided will be for Alex to achieve the goal of being more active. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 15 |
| 63c | The dyad | recognizes and/or changes attitude towards providing support to | one partner | The dyad is asked to focus on the positive aspects of Alex providing support for Billie`s diabetes related lifestyle change. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 15 |
| 64a | One partner | sets goals to provide support to | the other partner | Alex is prompted to set goals for actively helping Billie to lose weight, for instance by assisting in healthy lunch preparation. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 25 |
| 64c | The dyad | sets goals to provide support to | one partner | The dyad is directed to set goals for Alex supporting Billie’s adherence to an exercise routine. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 25 |
| 65a | One partner | commits to provide support to | the other partner | Billie is encouraged to make a promise to support Alex in managing the side effects of chemotherapy. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 26 |
| 65c | The dyad | commits to provide support to | one partner | The dyad is directed to commit to Alex supporting and prioritizing Billie’s dietary needs. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 26 |
| 66a | One partner | makes a contract for support behavior for | the other partner | Alex is advised to set up a contract for providing support to Billie regarding Billie’s medication intake. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 28 |
| 66c | The dyad | makes a contract for support behavior for | one partner | The dyad is guided to make a written agreement on who takes care of the children at what times to help Alex make time for swimming practice. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 28 |
| 67a | One partner | sets cues for providing support to | the other partner | Billie is instructed to set cues such as setting an alarm on the phone to remember to assist Alex`s blood glucose measurement following meals. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 29 |
| 68a | One partner | identifies own emotions while providing support to | the other partner | Billie is instructed to reflect on own emotions while supporting Alex`s adherence to Alex's cancer treatment regime. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |
| 69a | One partner | plans to provide support to | the other partner | Alex is encouraged to make specific plans on when and how to support Billie’s adherence to a dietary regime, for instance, by planning to chop fresh vegetables as snacks for the coming week on Sunday mornings. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 31 |
| 69c | The dyad | plans to provide support to | one partner | The dyad is guided to jointly plan when and how they as a dyad supports Alex’s goal to go on a run every morning. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 31 |
| 70a | One partner | identifies barriers with identification of solutions (problem solvining) for providing support to | the other partner | Billie is prompted to identify barriers for supporting Alex`s diabetes-specific meal planning, Billie recognizes that own demanding work commitments may challenge continuous supportive action. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 36 |
| 70c | The dyad | identifies barriers with identification of solutions (problem solvining) for providing support to | one partner | The dyad is invited to identify together what prevents Billie from offering encouragement when Alex feels unmotivated to go running. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 36 |
| 71a | One partner | monitors support provision of | the other partner | After each gym session, Alex is instructed to reflect on and remember support received from Billie that made the trip to the gym easier. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 40 |
| 71c | The dyad | monitors support provision of | the dyad | The dyad is encouraged to discuss Alex`s efforts in supporting Billie`s goal to increase daily water intake. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 40 |
| 72a | One partner | reviews existing social support for | the dyad | Billie is prompted to reflect on and evaluate own actions to support Alex`s diabetes management. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 41 |
| 72c | The dyad | reviews existing social support for | the dyad | Together, the dyad is invited to review the support measures Billie has already implemented during Alex`s cardiac rehabilitation. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | health behavior: 41 |
| 73a | One partner | gives feedback on support provision of | the dyad | Alex is asked to provide feedback to Billie about the helpfulness of support provided during Alex’s efforts to become more physically active. | Support provision skills | Social support provision (Dunkel-Schetter, & Skokan, 1990, Social support, stress and the buffering hypothesis, (Cohen & McKay, 1984), Developmental-contextual model (Berg & Upchurch, 2007), Dyadic coping: systemic-transactional model of dyadic coping (Bodenmann, 1997, 2016), Need support (Niemiec et al., 2014), Relationships motivation theory (Deci & Ryan, 2014, Ryan & Deci, 2000), Social support and health (Holt-Lunstad & Uchino, 2015), Thriving through social relationships (Feeney & Collins, 2015) | Social influences (Those interpersonal processes that can cause individuals to change their thoughts, feelings, or behaviors) | |