Intervention
development
I. Overview of Intervention
Mapping [ch1]
Steps of intervention mapping (iterative process though!)
1. Develop a Logic Model of the Problem based on needs
assessment
2. State Program Outcomes and Objectives A Logic Model
of Change
3. Develop the Program Design: develop the program plan,
including scope, sequence, change methods, and practical
applications.
4. Program Production: produce the intervention, including
program materials and messages
5. Program Implementation Plan: plan program use, including
adoption, implementation and maintenance
6. Evaluation Plan: develop an evaluation plan
A. Perspectives
Perspectives in this chapter highlight the importance of needs assessment and a
consideration of community strengths as part of intervention planning
1. Perspective 1: theory and evidence
Using theory from a problem driven perspective
o Not theory generation or single-theory testing
o Theoretical promiscuity is encouraged
Causal theories and change theories
Evidence goes beyond the scientific literature
o Opinions and experience of community members and
planners
2. Perspective 2: ecological models and systems thinking
Conducting an asset assessment
Social ecological model is consonant with and encompassed by
systems thinking
o Health is a function of individuals and of the environments in
which individuals live
o Interventions are events in which systems and other factors
within a system can reinforce or dampen the influence of an
intervention
o Focus on the interrelationships between individuals and their
environments -> look at agents at each ecological level
1
, 3. Perspective 3: participation in health promotion planning
Broad participation of target group and other relevant stakeholders
o Intervention focus reflects actual concerns
o A greater breadth of skills, knowledge and expertise
o A greater acceptance of the intervention that is going to be
developed
B. Core processes for using theory and evidence
Posing questions (starting with the worksheets)
Brainstorming to figure out what the planning team already knows about
potential answers to the question
Reviewing findings from the empirical literature for answers to the question
(breadth and depth of the search)
Reviewing theories for additional constructs
Assessing and addressing needs for new data
Developing a working lists of answers, then moving on to the next question
C. Assessing and using theory
Topic approach: theories used in previous work on the topic
Construct approach: from brainstorm to theoretical constructs
General theories approach: general explanations
II. Step 1 – Logic Model of the Problem [ch4]
A. Tasks within Step 1 (p.214)
1. Establishing and working with a planning group that
includes program stakeholders
Ensuring participation in program planning
o Composing and maintaining project work groups
Using group management processes for productive groups
o Facilitation
o Processes for idea generation
o Processes for consensus
Considering culture in the work of the group
2
, o Exploring personal ethnocentricity
o Exploring and working in
another culture
2. Conduct a needs
assessment using the PRECEDE-
PROCEED model to analyse
health and quality-of-life
problems and their causes
this creates a logic model of the
problem (p.226)
Fully analysing the problem and its
multiple causes to create a logic
model of the problem
A full analysis is needed before selections can be made based on relevance
and changeability (requires an adequate planning group)
o Describing the priority population
Epidemiologically and demographically defined population at
risk
At risk group is not necessarily the target group (e.g.
intervention through parents)
o Describing health problems and quality of life
Basic questions such as: what is the problem? What is the
incidence?
Dimensions:
Health problems: e.g. disability
Quality of Life: e.g. absenteeism, stigma
o Describing possible causes of health problems (phase 3)
Behaviour of at-risk group
Environmental factors: indirectly or directly causes health
problem (social (e.g. behaviour of parents, legislation) or
physical (no access to resources) environment)
o Describing determinants of behavioural and environmental risks
o Acquiring needs assessment data
o Combining qualitative and quantitative data
o Finding and using archival data
o Collecting primary data
3. Describing the context for the intervention (including the
population, setting and community)
Balancing the needs assessment with an asset assessment
Conducting an asset assessment
Identifying an intervention setting
4. Stating program goals
3
development
I. Overview of Intervention
Mapping [ch1]
Steps of intervention mapping (iterative process though!)
1. Develop a Logic Model of the Problem based on needs
assessment
2. State Program Outcomes and Objectives A Logic Model
of Change
3. Develop the Program Design: develop the program plan,
including scope, sequence, change methods, and practical
applications.
4. Program Production: produce the intervention, including
program materials and messages
5. Program Implementation Plan: plan program use, including
adoption, implementation and maintenance
6. Evaluation Plan: develop an evaluation plan
A. Perspectives
Perspectives in this chapter highlight the importance of needs assessment and a
consideration of community strengths as part of intervention planning
1. Perspective 1: theory and evidence
Using theory from a problem driven perspective
o Not theory generation or single-theory testing
o Theoretical promiscuity is encouraged
Causal theories and change theories
Evidence goes beyond the scientific literature
o Opinions and experience of community members and
planners
2. Perspective 2: ecological models and systems thinking
Conducting an asset assessment
Social ecological model is consonant with and encompassed by
systems thinking
o Health is a function of individuals and of the environments in
which individuals live
o Interventions are events in which systems and other factors
within a system can reinforce or dampen the influence of an
intervention
o Focus on the interrelationships between individuals and their
environments -> look at agents at each ecological level
1
, 3. Perspective 3: participation in health promotion planning
Broad participation of target group and other relevant stakeholders
o Intervention focus reflects actual concerns
o A greater breadth of skills, knowledge and expertise
o A greater acceptance of the intervention that is going to be
developed
B. Core processes for using theory and evidence
Posing questions (starting with the worksheets)
Brainstorming to figure out what the planning team already knows about
potential answers to the question
Reviewing findings from the empirical literature for answers to the question
(breadth and depth of the search)
Reviewing theories for additional constructs
Assessing and addressing needs for new data
Developing a working lists of answers, then moving on to the next question
C. Assessing and using theory
Topic approach: theories used in previous work on the topic
Construct approach: from brainstorm to theoretical constructs
General theories approach: general explanations
II. Step 1 – Logic Model of the Problem [ch4]
A. Tasks within Step 1 (p.214)
1. Establishing and working with a planning group that
includes program stakeholders
Ensuring participation in program planning
o Composing and maintaining project work groups
Using group management processes for productive groups
o Facilitation
o Processes for idea generation
o Processes for consensus
Considering culture in the work of the group
2
, o Exploring personal ethnocentricity
o Exploring and working in
another culture
2. Conduct a needs
assessment using the PRECEDE-
PROCEED model to analyse
health and quality-of-life
problems and their causes
this creates a logic model of the
problem (p.226)
Fully analysing the problem and its
multiple causes to create a logic
model of the problem
A full analysis is needed before selections can be made based on relevance
and changeability (requires an adequate planning group)
o Describing the priority population
Epidemiologically and demographically defined population at
risk
At risk group is not necessarily the target group (e.g.
intervention through parents)
o Describing health problems and quality of life
Basic questions such as: what is the problem? What is the
incidence?
Dimensions:
Health problems: e.g. disability
Quality of Life: e.g. absenteeism, stigma
o Describing possible causes of health problems (phase 3)
Behaviour of at-risk group
Environmental factors: indirectly or directly causes health
problem (social (e.g. behaviour of parents, legislation) or
physical (no access to resources) environment)
o Describing determinants of behavioural and environmental risks
o Acquiring needs assessment data
o Combining qualitative and quantitative data
o Finding and using archival data
o Collecting primary data
3. Describing the context for the intervention (including the
population, setting and community)
Balancing the needs assessment with an asset assessment
Conducting an asset assessment
Identifying an intervention setting
4. Stating program goals
3
