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.

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

6. 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?

8. STEP 1
Needs Assessment

9. PRECEDE-PROCEED:

10. 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
Learning, thus the factor can be changed
Motivation, thus talk about factors that influence people’s motivation
Anticipated social effects: perceived peer pressure and social support

11. Helmet use; example of health behavior
Attitudes (own, of peers) may determine helmet use => example of predisposing factor

12. “factors that encourage or discourage continuation of the behaviour”
Reinforcing factors:
“factors that encourage or discourage continuation of the behaviour”
e.g., social support, peer pressure, incentives, punishment
Continuation, thus factors that follow behaviour.

13. Reinforcing

14. Educational and ecological assessment
Enabling factors:
“factors that can help or hinder the desired behaviours”
e.g., skills, (material or financial) resources, barriers
Help or hinder, thus factors that precede behaviour by making it possible.

15. Enabling

16. FORMULATING OBJECTIVES
STEP 2
FORMULATING OBJECTIVES

17. Formulating objectives

18. SAFETY OUTCOMES (‘health’ level)
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

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

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

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

22. SAFETY PROMOTING GOALS (‘behavior + environment’ level)
9 (instrinsically safe) road user behaviors 1.
Use of seatbelt. 2.
Use of child restraint. 3.
Use of (motor)cycle helmet. 4.
Use of protective (motorcycle) wear. 5.
Respecting speed limits. 6.
Refraining from alcohol-impaired driving. 7.
Refraining from drug-impaired driving. 8.
Refraining from medicine-impaired driving. 9.
Refraining from fatigue-impaired driving.

23. 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?”

24. SAFETY PROMOTING GOALS (‘behavior + environment’ level)
The use of child restraints implies several types of behavior!
Risk-reduction (behavior)
Parents don’t leave their children unrestrained.
Health–promoting (behavior)
Parents use a child restraint appropriately.
Adherence (behavior)
Parents use a child seat consistently.
Screening (behavior)
Parents check the status of the child restraint.
Self-management (behavior)
Parents negotiate restraint use with their partner.

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

26. PRECEDE-model (Green & Kreuter, 2005)
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)

27. 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

28. 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?

29. PRECEDE-model (Green & Kreuter, 2005)
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
Enabling
Factors
To do 1
UNIVERSITY
To do 2
CHANGE OBJECTIVES
PRECEDE-model (Green & Kreuter, 2005)

30. SELECTING METHODS & PRACTICAL APPLICATIONS
STEP 3
SELECTING METHODS & PRACTICAL APPLICATIONS

31. As an illustration: fear appeals

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

35. Extended Parallel Process Model

38. Thank you for your attention!
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