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Planning Health Promotion Programs


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Table of Contents

Figures, Tables, and Exhibits xi Acknowledgments xvii The Authors xix Part One: Foundations One: Overview of Intervention Mapping 3 Learning Objectives 3 Perspectives 8 The Need for a Framework for Intervention Development 14 Intervention Mapping Steps 18 Core Processes for Applying Theory and Evidence 25 Navigating the Book 33 Important Repeating Concepts in the Book 35 Usefulness of Intervention Mapping 42 Summary 47 Discussion Questions and Learning Activities 48 Two: Behavior-Oriented Theories Used in Health Promotion 51 Learning Objectives 51 Perspectives 52 Overview of Theories 55 Learning Theories 60 Theories of Information Processing 64 Health Belief Model (HBM) 67 Protection-Motivation Theory (PMT) and Extended Parallel Process Model (EPPM) 68 Theories of Reasoned Action, Planned Behavior (TPB) and the Integrated Behavioral Model (IBM) 71 Goal-Setting Theory 79 Theories of Goal-Directed Behavior 80 Theories of Automatic Behavior, Impulsive Behavior, and Habits 82 Transtheoretical Model (TTM) of Behavior Change 86 Precaution-Adoption Process Model (PAPM) and Risk Communication 90 Attribution Theory and Relapse Prevention 93 Communication-Persuasion Matrix (CPM) 95 Elaboration Likelihood Model (ELM) 97 Theories of Self-Regulation 100 Social Cognitive Theory (SCT) 102 Theories of Stigma and Discrimination 105 Diffusion of Innovations Theory (DIT) 108 Summary 111 Discussion Questions and Learning Activities 112 Three: Environment-Oriented Theories 113 Learning Objectives 113 Perspectives 114 General Environment-Oriented Theories 117 Interpersonal-Level Theories 124 Organizational-Level Theories 129 Community-Level Theories 136 Societal and Governmental Theories 155 Summary 166 Discussion Questions and Learning Activities 166 Part Two: Intervention Mapping Steps Four: Intervention Mapping Step 1: Needs Assessment 171 Learning Objectives 171 Perspectives 172 Collaborative Planning 174 Planning and Conducting the Needs Assessment 190 Conducting the Needs Assessment 196 Sources of Needs-Assessment Data 209 Community Capacity 221 Setting Goals and Linking to Evaluation 225 Summary 236 Discussion Questions and Learning Activities 237 Five: Intervention Mapping Step 2: Preparing Matrices of Change Objectives 239 Learning Objectives 239 Perspectives 241 Behavioral and Environmental Outcomes 243 Performance Objectives 255 Personal Determinants 269 Matrix of Change Objectives 275 Implications for Program Evaluation 294 Summary 305 Discussion Questions and Learning Activities 306 Six: Intervention Mapping Step 3: Selecting Theory-Informed Intervention Methods and Practical Applications 309 Learning Objectives 309 Perspectives 313 Ideas About the Program 316 Identifying Theoretical Methods 317 Method Selection 322 From Methods to Applications 356 Implications for Evaluation 371 Summary 375 Discussion Questions and Learning Activities 376 Seven: Intervention Mapping Step 4: Producing Program Components and Materials 379 Learning Objectives 379 Perspectives 382 Designing Culturally Relevant Program Materials 383 Creating Program Plans and Structure 387 Producing Program Materials 408 Initial Design Documents: Conveying the Project Intent 410 Reviewing Existing Program Materials 424 Developing Program Materials 431 Pretesting, Revising and Producing Program Components 443 Summary 458 Discussion Questions and Learning Activities 459 Eight: Intervention Mapping Step 5: Planning Program Adoption, Implementation, and Sustainability 461 Learning Objectives 461 Perspectives 462 Planning Group for Program Use 468 Program Use Outcomes and Performance Objectives for Adoption, Implementation, and Sustainability 474 Determinants of Program Use 484 Matrices for Promoting Program Use 489 Methods and Practical Applications for Program Use 493 Interventions to Influence Program Use 499 Implications for Program Evaluation 503 Summary 506 Discussion Questions and Learning Activities 507 Nine: Intervention Mapping Step 6: Planning for Evaluation 509 with Patricia Dolan Mullen Learning Objectives 509 Perspectives 510 Reviewing the Program Logic Model 515 Impact on Health, Quality of Life, Behavior, and Environment 519 Impact on Change Objectives 522 Program Process 523 Selecting and Developing Measures 531 Design Issues 539 Summary 549 Discussion Questions and Learning Activities 550 Ten Using Intervention Mapping to Adapt Evidence-Based Programs to New Settings and Populations 553 with Joanne Leerlooijer, Shegs James, Jo Reinders, Christine Markham, and Patricia Dolan Mullen Learning Objectives 553 Choosing, Adopting, and Adapting Evidence-Based Programs 554 Perspectives 558 Applying Intervention Mapping to Adaptation 560 Lessons Learned from Adaptation Cases 631 Summary 631 Discussion Questions and Learning Activities 632 References 633 Index 731

About the Author

L. Kay Bartholomew, EdD, MPH, is associate professor ofhealth promotion and behavioral sciences and associate dean foracademic affairs at the University of Texas School of PublicHealth. Guy S. Parcel, PhD, is former dean and professor inhealth promotion and behavioral science at the University of TexasHealth Science Center at Houston, School of Public Health. Gerjo Kok, PhD, is former dean and professor of appliedpsychology at the faculty of psychology at Maastricht University,The Netherlands. Nell H. Gottlieb, PhD, is professor of health educationin the department of kinesiology and health education at theUniversity of Texas at Austin. MarIa E. Fernandez, PhD, is associate professorof health promotion and behavioral sciences and director ofdiversity programs at the University of Texas Health Science Centerat Houston, School of Public Health.

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