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Overview of Intervention Mapping

Overview of Intervention Mapping. Purpose. Intervention Mapping provides health promotion program planners with a systematic framework for effective decision-making in terms of: Development Implementation Evaluation. Intervention Mapping Steps. Conduct a needs assessment.

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Overview of Intervention Mapping

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  1. Overview of Intervention Mapping

  2. Purpose Intervention Mapping provides health promotion program planners with a systematic framework for effective decision-making in terms of: Development Implementation Evaluation

  3. Intervention Mapping Steps Conduct a needs assessment. Formulate objectives. Select theory-based methods and practical applications. Organize methods and applications into an intervention program. Plan for program adoption, implementation, and sustainability. Generate an evaluation plan.

  4. Overview The development of Intervention Mapping was stimulated by questions that could not be answered from available health education and health promotion resources.

  5. Questions About Which Interventions Work to Create Change • How to decide which intervention methods to use? • How to get from program goals and objectives to intervention strategies for the program participants? • How to link program design with program implementation?

  6. STEP 1 NeedsAssessment

  7. PRECEDE-PROCEED:

  8. Predisposing factors: • “learning-related factors within the persons of the target population that facilitate or hinder motivation for change” • e.g., awareness,knowledge, attitudes, beliefs, values, perceptions

  9. Reinforcing factors: • “factors that encourage or discourage continuation of the behaviour” • e.g., social support, peer pressure, incentives, punishment

  10. Reinforcing

  11. Educational and ecological assessment Enabling factors: • “factors that can help or hinder the desired behaviours” • e.g., skills, (material or financial) resources, barriers

  12. Enabling

  13. STEP 2 FORMULATING OBJECTIVES

  14. Formulatingobjectives

  15. SAFETY OUTCOMES (‘health’ level) Safety outcomes • What impact do we want to have on the actual road safety statistics? • Road fatalities • Severe road injuries • Light road injuries • Material damage only accidents

  16. SAFETY OUTCOMES INTERVENTION PROGRAM Quality of Life Health PRECEDE-model (Green & Kreuter, 2005)

  17. SAFETY PROMOTING GOALS(‘behavioral + environmental’ level) Safety promoting goals What do we like to change in individual behavior? What do we like to change in the environment?

  18. SAFETY PROMOTING GOALS SAFETY OUTCOMES INTERVENTION PROGRAM Risk population Behavior Quality of Life Health Environment (social + physical) PRECEDE-model (Green & Kreuter, 2005)

  19. SAFETY PROMOTING GOALS (‘behavior + environment’ level) 9 (instrinsically safe) road user behaviors

  20. SAFETY PROMOTING GOALS (‘behavior + environment’ level) • In line with the S.M.A.R.T. principle, we need to further “break down” the behaviors into more specific “to do’s”: • Put differently, as a next step we have to ask ourselves the following question: • “What do the parents need to do to use a child seat?”

  21. SAFETY PROMOTING GOALS (‘behavior + environment’ level) • The use of childrestraintsimpliesseveral types of behavior! • Risk-reduction (behavior) • Parentsdon’tleavetheirchildrenunrestrained. • Health–promoting (behavior) • Parentsuse a childrestraintappropriately. • Adherence (behavior) • Parentsuse a childseatconsistently. • Screening (behavior) • Parents check the status of the childrestraint. • Self-management (behavior) • Parentsnegotiaterestraintusewiththeir partner.

  22. PERFORMANCE OBJECTIVES (‘to do’ level) Performance Objectives What do people (i.e. parents) specifically have to do to use child seats appropriately & consistently?

  23. PERFORMANCE OBJECTIVES SAFETY PROMOTING GOALS SAFETY OUTCOMES INTERVENTION PROGRAM To do 1 PARENTS Behavior To do 2 Quality of Life Health To do 1 UNIVERSITY To do 2 PRECEDE-model (Green & Kreuter, 2005)

  24. PERFORMANCE OBJECTIVES (‘to do’ level) • To use child-seats correctly and consistently: • PO1: Parents buy child seat (2nd if 2 cars) • PO2: Parents keep child seat in the car • PO3: Parents adjust seat to child’s length • PO4: Parents replace seat in time

  25. CHANGE OBJECTIVES (‘determinant’ level) Determinants: • Factors that explain why would or wouldn’t keep the child seat in the car. • PREDISPOSING FACTORS • REINFORCING FACTORS • ENABLING FACTORS Change objectives: • What do parents have to learn to do what we like them to do?

  26. PERFORMANCE OBJECTIVES SAFETY PROMOTING GOALS SAFETY OUTCOMES Predisposing Factors INTERVENTION PROGRAM To do 1 Reinforcing Factors PARENTS Behavior To do 2 Quality of Life Health To do 1 Enabling Factors UNIVERSITY To do 2 CHANGE OBJECTIVES PRECEDE-model (Green & Kreuter, 2005)

  27. STEP 3 SELECTING METHODS & PRACTICAL APPLICATIONS

  28. As an illustration: fear appeals

  29. Protection Motivation Theory FEAR APPEALS Perceived severity Perceived threat Perceived susceptibility Protection motivation Response efficacy Perceived coping Self-efficacy

  30. Extended Parallel Process Model

  31. Thankyouforyourattention! For more information: - www.interventionmapping.com

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