| Adsett 1989,79 Canada | Training in progressive muscle relaxation, monitoring practice and strategies for stressful situations. Education on hypertension, lifestyle and stress. Patients were given a take-home tape of first relaxation session for home practice and kept daily logs. Compliance was assessed weekly | 2.3 Self-monitoring of behaviour
2.2 Feedback on behaviour
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Education (same as relaxation group) on hypertension, lifestyle and stress. Weekly logs of activities, food intake and exercise were kept and reviewed weekly | 2.2 Feedback on behaviour
2.3 Self-monitoring of behaviour
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Allen 1990,46 USA | Patients were trained to perform blood glucose tests at least 36 times per month. Proficiency was checked prior to the start of study and throughout. Each patient was also instructed on a diet, which largely focused on increasing fibre intake. Booklets on diet and weight loss were provided and compliance was checked at 3 and 6 months | 1.2 Problem-solving
2.4 Self-monitoring of outcome of behaviour
2.6 Biofeedback
2.7 Feedback on outcome of behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Bennett 1991,71 UK | Stress management training: small groups were educated on blood pressure, stress and relaxation techniques, self-instruction techniques, cognitive restructuring and meditation. Sessions involved role-play and group problem-solving. Participants were set behavioural assignments and kept a diary | 1.1 Goal-setting
1.2 Problem-solving
2.4 Self-monitoring of outcomes of behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
13.2 Framing/reframing |
| Type A behaviour management: same content as stress management training. Additionally, specific attention was paid to the identification and modification of type A behaviours including time urgency management and anger control | 1.1 Goal-setting
1.2 Problem-solving
2.4 Self-monitoring of outcomes of behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
13.2 Framing/reframing |
| Berglund 2007,89 Sweden | The training programme involved light physical fitness training, relaxation, breathing exercises and pelvic floor exercises. A booster session was held after 2 months | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Information on prostate cancer, treatment and potential side effects was provided in the form of lectures. Opportunities for group discussion and demonstration of products for incontinence and sexual aid formed part of the sessions | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences |
| The third intervention combined the physical and information programmes | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Bosley 1989,47 USA | Education on stress, emotional arousal and hypertension. Participants were trained to monitor own behaviour and physiological responses in stressful situations. Group practice, identification of faulty appraisal, recognition of inaccurate labelling of situations and home practice formed part of the intervention | 2.3 Self-monitoring of behaviour
2.2 Feedback on behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
9.1 Credible source
11.2 Reduce negative emotions |
| Presentation on the dynamics of stress and hypertension, followed by group discussion sessions on how to handle stressful situations | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
9.1 Credible source
11.2 Reduce negative emotions |
| Bourke 2011,72 UK | Supervised aerobic and resistance exercise training and self-directed exercise. Incorporating exercise into daily activities and available support structures were explored for each patient. All participants received a nutrition advice pack, which recommended reductions in saturated fat and refined carbohydrates, increased fibre and moderate alcohol consumption. Small group healthy eating seminars were also held | 1.1 Goal-setting
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Burgio 2006,48 USA | A single session of biofeedback to learn pelvic floor control, reinforced with verbal instructions. Patients were provided with written instructions of 45 pelvic floor exercise and encouraged to continue at home in various positions and to integrate into daily activities | 1.4 Action planning
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Carmack Taylor 2006,66 USA | Cognitive behavioural skills training including self-monitoring, goal-setting, problem-solving to overcome barriers, cognitive restructuring and self-rewards to integrate physical activity into daily life. Patients self-monitored and were followed up to solve issues and set new goals | 1.1 Goal-setting
2.3 Self-monitoring of behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Facilitated group discussion on various topics: diet and prostate cancer, side effects of treatment and sexuality. Expert speakers presented at some sessions | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences |
| Cockcroft 198174 and 1982,73 UK | Rehabilitation centre-based exercise including stationary cycle pedalling, rowing machines, swimming and daily walks. Recommended home exercises included stair climbing and level walking | 1.1 Goal-setting
2.3 Self-monitoring of behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
8.7 Graded tasks |
| Culos-Reed 2010,80 Canada | Group exercise tailored to ability consisting of walking, stretching and light resistance work. Exercise equipment was provided to facilitate home-based exercise. Peer support was encouraged and education/discussion sessions were held on goal-setting, monitoring behaviour, overcoming barriers, role of positive attitude, social support, relapse support and nutrition | 1.1 Goal-setting
1.2 Problem-solving
2.2 Feedback on behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment
11.2 Reduce negative emotions |
| Daubenmier 2006,49 USA | A plant-based vegan diet with 10% of calories from fat, 3 hours of moderate exercise per week and 1 hour of stress management practice per day. Participants attended a 1-week retreat to familiarise with the intervention. Subsequently, weekly support group meetings were held to enhance programme adherence | 1.1 Goal-setting
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
11.2 Reduce negative emotions |
| Gallagher 198451 and 1987,50 USA | Diet with an unspecified calorie intake consisting of three meals per day and a snack avoiding refined sugars and saturated fats. Education on the diet and dietary consultations occurred every 3 months | 2.2 Feedback on behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour |
| Garcia 199785 and 2004,86 Spain | Education and training on hypertension, relaxation and problem-solving. Patients received a self-help book, problem-solving sheets, relaxation tapes and recording sheets to track medication use and stressful events. Homework assignments were set and reviewed by a therapist | 1.2 Problem-solving
2.2 Feedback on behaviour
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
12.5 Adding objects to the environment |
| Giesler 2005,52 USA | A programme of symptom management and psychoeducational strategies. The intervention focused primarily on sexual and urinary problems, bowel dysfunction, cancer worry, dyadic adjustment and depression | 1.2 Problem-solving
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
9.1 Credible source
12.5 Adding objects to the environment |
| Gifford 1998,53 USA | Self-care education sessions covering evaluating symptoms, seeking care for new symptoms, medication use and problems, communication skills with caregiver/health professionals, coping with symptoms using CBT and relaxation. Additionally exercise, fitness programmes, nutrition plans and goal-setting. Interaction was encouraged through role-playing, information sharing and other forms of participation | 1.1 Goal-setting
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Gourley 1998,54 and Solomon 1998,55 USA | A pharmacist provided regular assessment and educational interventions to optimise disease management. Patients’ questions and concerns were also managed | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences |
| Guell 2000,81 Canada | Breathing retraining and relaxation techniques, low-level stair walking, flat surface exercise, stationary cycle pedalling and walking with arm and leg co-ordination. Education sessions covered anatomy, basic respiratory physiology, nature of the disease and interventions. Physiotherapy for effective cough and postural drainage was offered | 1.1 Goal-setting
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
8.7 Graded tasks |
| Fernandez 2009,84 Spain | Respiratory education combined with inspiratory, upper-limb and lower-limb muscular training. Training logs were kept and patients were followed up by a physiotherapist. Educational materials were also provided on exercises | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Haynes 1976,82 Canada | Each patient was interviewed to identify habits and tailor medication taking. Loaned blood pressure devices were provided and BP and medication taking were tracked. During fortnightly follow-ups, if BP had lowered, financial credit was given towards owning the BP device. Patients were also praised and encouraged on progress | 1.1 Goal-setting
1.4 Action planning
2.4 Self-monitoring of outcome of behaviour
2.7 Feedback on outcome of behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
10.8 Incentive (outcome)
10.10 Reward (outcome) |
| Heisler 2010,56 USA | Action plans were generated based on individual laboratory and blood pressure results. Each patient was then paired with a peer and encouraged to make regular contact, with automated reminders. Each pair received training on communication skills and topic guides for phone calls. In addition, three optional group sessions to raise queries, discuss concerns and review action plan progress were held | 1.1 Goal-setting
1.4 Action planning
2.2 Feedback on behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Klocek 2005,90 Poland | Exercise consisting of warm-up, then consistent workload training on a cycle ergometer (60% maximal heart rate for age) and post-training relaxation | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Exercise consisting of warmup, interval training with gradually increasing workload on a cycle ergometer and post-training relaxation | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Koukouvou 2004,91 Greece | A gradually modified physical training programme incorporating stationary cycling, walking or jogging, calisthenics, stair climbing and step-aerobic exercises. Resistance exercises were added in after the first 3 months | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Leehey 2009,57 USA | Education and instruction on walking, shoe selection and developing a walking programme. Gradually increasing treadmill walking and unsupervised home based walking programme. Patients were followed up and monitored by staff | 1.1 Goal-setting
1.4 Action planning
2.3 Self-monitoring of behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
8.7 Graded tasks |
| Lepore 1999,58 USA | Patients and partners were invited to expert lecture and question sessions followed by separate peer discussions for men and wives. Topics were prostate cancer overview, nutrition and exercise, side effects, stress management, communication and intimacy, and follow-up care. Those missing meetings received a tape recording of the lecture and any handouts | 3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
9.1 Credible source
11.2 Reduce negative emotions |
| Lepore 2003,59 USA | Expert-delivered lectures on prostate cancer biology and epidemiology, control of physical side effects, nutrition, stress and coping, relationships and sexuality, follow-up care and future health concerns. Printed materials were provided in each lecture and 10 minutes of questions were permitted, minimising group discussion | 5.1 Information about health consequences
9.1 Credible source
12.5 Adding objects to the environment |
| Expert lectures as above as well as facilitated group discussion with a male psychologist for men and separate discussion for partners with a female oncology nurse | 3.1 Social support (unspecified)
5.1 Information about health consequences
9.1 Credible source
12.5 Adding objects to the environment |
| Lucy 1994,60 USA | Psychosocial support, monitoring of health, stress, mood and interpersonal satisfaction. Monitored weekly over the phone. Information and education on HIV/AIDS. Referrals to other services when appropriate | 2.5 Monitoring without feedback
3.1 Social support (unspecified)
5.1 Information about health consequences |
| McGavin 1977,76 and 1976,75 UK | Home stair-climbing exercises, starting from a minimum of two steps up and down for 2 minutes, building to 10 steps for 10 minutes. Participants recorded their progress and the programme was reviewed after 2 weeks and monthly thereafter | 1.1 Goal-setting
2.3 Self-monitoring of behaviour
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
8.7 Graded tasks |
| Mishel 2002,61 USA | Patients’ concerns directed the skills training. Strategies included information, cognitive reframing, directing to local resources, problem-solving techniques, encouragement and patient–doctor communication skills to enhance participation in care | 1.2 Problem-solving
3.1 Social support (unspecified)
13.2 Framing/reframing |
| Patients’ concerns directed the skills training. Strategies included information, cognitive reframing, directing to local resources, problem-solving techniques, encouragement and patient–doctor communication skills to enhance participation in care. In addition the spouse or family support member also received weekly phone calls | 1.2 Problem-solving
3.1 Social support (unspecified)
13.2 Framing/reframing |
| Moynihan 1998,77 UK | A cognitive and behavioural treatment programme, designed for cancer patients, covering current problems, coping strategies, muscle relaxation, raising self-esteem, overcoming feelings of helplessness and promoting a ‘fighting spirit’ | 1.2 Problem-solving
3.1 Social support (unspecified)
11.2 Reduce negative emotions |
| Mueller 2007,62 USA | Patients resided at a rehabilitation centre for 1 month, undertaking cycling and walking. Exercise levels were adjusted accordingly | 4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal |
| Parker 1984,63 USA | Intensive education programme covering disease process, therapies and medication, joint protection and conservation, coping with psychological stresses and unproven treatment methods | 4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
11.2 Reduce negative emotions |
| Parker 2009,64 USA | Individual clinical psychologist sessions and stress management guides covering relaxation skills (60% of the time), problem-focused coping strategies, having realistic recovery expectations and an imagined exposure of day of surgery. Further information on cancer and the adverse effects of treatment were also provided | 1.2 Problem-solving
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
11.2 Reduce negative emotions
12.5 Adding objects to the environment
15.2 Mental rehearsal of successful performance |
| Individual clinical psychologist sessions providing support to patients | 3.3 Social support (emotional) |
| Puente-Maestu 200088 and 2003,87 Spain | Each participant was supplied with a pedometer and asked to walk 3–4 km in 1 hour, 4 days per week. Subjects were followed up and encouraged to continue with training during a maintenance phase. During this period, patients were interviewed every 3 months to reinforce compliance. Education sessions were also held on medication use and nutrition | 1.1 Goal-setting
1.2 Problem-solving
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
6.1 Demonstration of behaviour
8.1 Behavioural practice/rehearsal
12.5 Adding objects to the environment |
| Sackett, 1975,83 Canada | Enhanced access to physicians through free appointments during work hours and reimbursement for 90% of prescription drug costs. Education audiotapes and booklet on hypertension, effect on organs, health, life expectancy, therapy benefits and compliance skills. Education reinforcement occurred periodically | 4.1 Instruction on how to perform behaviour
5.1 Information about health consequences
12.5 Adding objects to the environment |
| Scura 2004,65 USA | The programme consisted of telephone-based HCP support with structured educational components | 3.1 Social support (unspecified) |
| Wakefield 2008,67 USA | Nurse telephone support covering patient activation and partnerships, health information, monitoring of symptoms and compliance strategies in regard to heart failure | 2.7 Feedback on outcomes of behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences |
| Nurse video-telephone support covering patient activation and partnerships, health information, monitoring of symptoms and compliance strategies in regard to heart failure | 2.7 Feedback on outcomes of behaviour
3.1 Social support (unspecified)
4.1 Instruction on how to perform behaviour
5.1 Information about health consequences |
| Weber 2004,68 USA | Patients were matched with a peer (long-term survivor of prostate cancer) to provide social support following surgery for prostate cancer. Dyads were matched on race | 3.1 Social support (unspecified) |
| Weber 2007,69 USA | Men were paired with support partners (survivors of prostate cancer who had undergone radical prostatectomy) and encouraged to discuss thoughts and feelings on diagnosis and sexual/urinary side effects. Discussions were held away from loved ones at a location which was suitable for private conversations | 3.1 Social support (unspecified) |
| White 1986,70 USA | The programme facilitated peer interaction and support through idea sharing and advice to manage disease. Weekly serum glucose levels were posted and discussed. Education was provided on the adverse effects of hyperglycaemic and hypoglycaemic reactions, importance of weight control and exercise | 1.2 Problem-solving
2.2 Feedback on behaviour
2.3 Self-monitoring of behaviour
2.6 Biofeedback
2.7 Feedback on outcomes of behaviour
3.1 Social support (unspecified)
5.1 Information about health consequences
6.1 Demonstration of behaviour
9.1 Credible source
10.4 Social reward |
| Windsor 2004,78 UK | A home-based programme of moderate intensity involving continuous walking for at least 30 minutes. All patients kept a log of activity and the exercise group was contacted to encourage adherence | 1.1 Goal-setting
2.3 Self-monitoring of behaviour
3.1 Social support
4.1 Instruction on how to perform behaviour
10.5 Social incentive |
