Geel = belangrijk
Blauw = nieuwe stap in IM
Groen = werkboek / lecture
Intervention Mapping
Step 1: • Establish and work with a planning group
Logic Model of the • Conduct a needs assessment to create a logic
Problem model of the problem
• Describe the context for the intervention including
the population, setting, and community
• State program goals
Step 2 • State expected outcomes for behavior and
Program Outcomes environment
and Objectives – • Specify performance objectives for behavioral
Logic Model of and environmental outcomes
Change • Select determinants for behavioral and
environmental outcomes
• Construct matrices of change objectives
• Create a logic model of change
Step 3 • Generate program themes, components, scope,
Program Design and sequence
• Choose theory- and evidence-based change
methods
• Select or design practical applications to deliver
Evaluation change methods
Step 4 • Refine program structure and organization
Program Production • Prepare plans for program materials
• Draft messages, materials, and protocols
• Pretest, refine, and produce materials
Step 5 • Identify potential program users (implementers,
Program adopters, and maintainers)
Implementation Plan • State outcomes and performance objectives for
program use
• Construct matrices of change objectives for
program use
• Design implementation interventions
Implementation
Step 6 • Write effect and process evaluation questions
Evaluation Plan • Develop indicators and measures for assessment
• Specify the evaluation design
• Complete the evaluation plan
Implementation
1
,Why Intervention Mapping (IM)?
Behavior is complex; we need a systemic approach (to multilevel intervention development,
implementation & evaluation) between the problem and the behavioral goal.
IM is the method that was reviewed as the best.
IM considers a socio-ecological perspective:
Use of core processes during steps and sub steps of IM:
2
, Example from first lecture: Problem = vaping among
youth. Planning group should consist of target
population (youth), environmental agents (tabaco
industries, parents, health professionals) ,and
Step 1 – Logic Model of the Problem potential implementers (schools, government)
1.1. Establishing and working with a planning group
Participation by community members, potential program implementers and program beneficiaries
helps ensure that a project addresses issues important to the community and the potential program
participants, that project outcomes and evaluation findings are locally relevant and that participating
stakeholders develop the capacity for the intervention development. Planning group should work
collaborative!
ð Members of the group with the health risk or the problem – the priority or at risk-population
– are important stakeholders to be included in the planning group.
For example, the initiator of such a group may be a community organization, university research team,
government agency, or other entity. Most often, the work group comprises stakeholders who have an
interest in the health problem, program development, and the expected outcomes of the program.
Community stakeholders might be residents, leaders from organizations and government (such as
schools), and service providers. Other stakeholders may include professional organizations, third party
payers, media, voluntary health agencies, and academic institutions.
Think of representatives of the at-risk
population, possible environmental agents
(decision makers), people or parties that have
a direct or indirect interest in the problem and
its solution (stakeholders), and potential
program implementers (the professionals who
are going to implement your program).
Discuss:
- Who? Planning group including individuals from the target population, environmental agents,
and implementers.
- What? Current state of the problem and its causes
- How? IM-steps from the first towards the last step, back-and-forth. Why this participatory
- Why? Share ideas. approach? Relevant
expertise is shared / diverse
perspectives / create
ownership and commitment.
3
, 1.2. Conducting a needs assessment
Use of the PRECEDE model (a population-based epidemiologic planning framework that is also
ecological in perspective, the model can help the planning group figure out what it already knows
about the problem and the community along with what further information is needed)
è Investigation of the current state of the problem and it causes.
Focus on the problem, not on the solution (yet)
Apply the core processes: pose questions; brainstorm or figure out what the planning group already
knows in relation to the posed question; search the literature for empirical evidence and evaluate the
strength of the evidence; access and use theory when appropriate, such as when questions concern
determinants; conduct new research; and develop a final summary of answers to the posed questions.
The PRECEDE model prescribes an analysis of causation of health problems at multiple ecological levels
and the consideration of multiple determinants of health-related behavior and environment.
For example, such health problems as coronary artery disease has both behavioral risk factors, such as
eating high-cholesterol foods, and environmental causes, such as the unavailability of exercise facilities.
The logic model of the problem is developed from right to left, usually beginning with social and
epidemiological descriptions of quality-of-life and health problems. When completed, the model is
read from left to right as a causal model of the health problem and quality of life.
ð Reducing or eliminating the health problems addressed in the model should be the intention
of a health education or promotion intervention.
4
Blauw = nieuwe stap in IM
Groen = werkboek / lecture
Intervention Mapping
Step 1: • Establish and work with a planning group
Logic Model of the • Conduct a needs assessment to create a logic
Problem model of the problem
• Describe the context for the intervention including
the population, setting, and community
• State program goals
Step 2 • State expected outcomes for behavior and
Program Outcomes environment
and Objectives – • Specify performance objectives for behavioral
Logic Model of and environmental outcomes
Change • Select determinants for behavioral and
environmental outcomes
• Construct matrices of change objectives
• Create a logic model of change
Step 3 • Generate program themes, components, scope,
Program Design and sequence
• Choose theory- and evidence-based change
methods
• Select or design practical applications to deliver
Evaluation change methods
Step 4 • Refine program structure and organization
Program Production • Prepare plans for program materials
• Draft messages, materials, and protocols
• Pretest, refine, and produce materials
Step 5 • Identify potential program users (implementers,
Program adopters, and maintainers)
Implementation Plan • State outcomes and performance objectives for
program use
• Construct matrices of change objectives for
program use
• Design implementation interventions
Implementation
Step 6 • Write effect and process evaluation questions
Evaluation Plan • Develop indicators and measures for assessment
• Specify the evaluation design
• Complete the evaluation plan
Implementation
1
,Why Intervention Mapping (IM)?
Behavior is complex; we need a systemic approach (to multilevel intervention development,
implementation & evaluation) between the problem and the behavioral goal.
IM is the method that was reviewed as the best.
IM considers a socio-ecological perspective:
Use of core processes during steps and sub steps of IM:
2
, Example from first lecture: Problem = vaping among
youth. Planning group should consist of target
population (youth), environmental agents (tabaco
industries, parents, health professionals) ,and
Step 1 – Logic Model of the Problem potential implementers (schools, government)
1.1. Establishing and working with a planning group
Participation by community members, potential program implementers and program beneficiaries
helps ensure that a project addresses issues important to the community and the potential program
participants, that project outcomes and evaluation findings are locally relevant and that participating
stakeholders develop the capacity for the intervention development. Planning group should work
collaborative!
ð Members of the group with the health risk or the problem – the priority or at risk-population
– are important stakeholders to be included in the planning group.
For example, the initiator of such a group may be a community organization, university research team,
government agency, or other entity. Most often, the work group comprises stakeholders who have an
interest in the health problem, program development, and the expected outcomes of the program.
Community stakeholders might be residents, leaders from organizations and government (such as
schools), and service providers. Other stakeholders may include professional organizations, third party
payers, media, voluntary health agencies, and academic institutions.
Think of representatives of the at-risk
population, possible environmental agents
(decision makers), people or parties that have
a direct or indirect interest in the problem and
its solution (stakeholders), and potential
program implementers (the professionals who
are going to implement your program).
Discuss:
- Who? Planning group including individuals from the target population, environmental agents,
and implementers.
- What? Current state of the problem and its causes
- How? IM-steps from the first towards the last step, back-and-forth. Why this participatory
- Why? Share ideas. approach? Relevant
expertise is shared / diverse
perspectives / create
ownership and commitment.
3
, 1.2. Conducting a needs assessment
Use of the PRECEDE model (a population-based epidemiologic planning framework that is also
ecological in perspective, the model can help the planning group figure out what it already knows
about the problem and the community along with what further information is needed)
è Investigation of the current state of the problem and it causes.
Focus on the problem, not on the solution (yet)
Apply the core processes: pose questions; brainstorm or figure out what the planning group already
knows in relation to the posed question; search the literature for empirical evidence and evaluate the
strength of the evidence; access and use theory when appropriate, such as when questions concern
determinants; conduct new research; and develop a final summary of answers to the posed questions.
The PRECEDE model prescribes an analysis of causation of health problems at multiple ecological levels
and the consideration of multiple determinants of health-related behavior and environment.
For example, such health problems as coronary artery disease has both behavioral risk factors, such as
eating high-cholesterol foods, and environmental causes, such as the unavailability of exercise facilities.
The logic model of the problem is developed from right to left, usually beginning with social and
epidemiological descriptions of quality-of-life and health problems. When completed, the model is
read from left to right as a causal model of the health problem and quality of life.
ð Reducing or eliminating the health problems addressed in the model should be the intention
of a health education or promotion intervention.
4
