Planning Health Promotion Programs

L. KAY BARTHOLOMEW ELDREDGE, EdD, MPH, is a distinguished teaching professor of health promotion and behavioral sciences and associate dean for academic affairs at the University of Texas Health Science Center at Houston (UTHealth) School of Public Health. CHRISTINE M. MARKHAM is an associate professor of health promotion and behavioral sciences and an associate department chair at the UTHealth School of Public Health. ROBERT A. C. RUITER, PHD, is the Head of the Department of Work and Social Psychology at the Faculty of Psychology and Neuroscience, Maastricht University, the Netherlands. MARÍA E. FERNÁNDEZ, PHD, is a professor of health promotion and behavioral sciences at the UTHealth School of Public Health. GERJO KOK, PHD, is a former dean of the Faculty of Psychology and Neuroscience, Maastricht University, the Netherlands. GUY S. PARCEL, PHD, is dean emeritus and a former professor of health promotion and behavioral sciences at the UTHealth School of Public Health.

• Figures and Tables viiAcknowledgments xiiiAbout the Authors xviiPart One: Foundations 1Chapter 1 Overview of Intervention Mapping 3Competency 3Perspectives 7Intervention Mapping Steps 12Core Processes for Using Theory and Evidence 20The Role of Culture in Intervention Planning 28Navigating the Book 30Important Repeating Concepts in the Book 31Summary 32Discussion Questions and Learning Activities 38References 39Chapter 2 Behavior-Oriented Theories Used in Health Promotion 57Competency 57Perspectives 58Overview of Theories 65Learning Theories 66Theories of Information Processing 70Theories of Health Behavior 74Theories of Reasoned Action 78Theories of Goal-Directed Behavior 84Theories of Automatic Behavior, Impulsive Behavior, and Habits 89Stage Theories 95Attribution Theory and Relapse Prevention 99Theories of Persuasive Communication 101Theories of Self-Regulation 105Social Cognitive Theory 109Theories of Stigma and Discrimination 113Diffusion of Innovations Theory 116Summary 120Discussion Questions and Learning Activities 120References 121Chapter 3 Environment-Oriented Theories 145Competency 145Perspectives 146General Environmental-Oriented Theories 149Interpersonal-Level Theories 155Organizational-Level Theories 160Community-Level Theories 167Societal and Governmental Theories 184Summary 192Discussion Questions and Learning Activities 192References 193Part Two: InterventionMapping Steps 209Chapter 4 Intervention Mapping Step 1: LogicModel of the Problem 211Competency 211Perspectives 212Tasks for Step 1 214Summary 261Discussion Questions and Learning Activities 262References 263Chapter 5 Intervention Mapping Step 2: Program Outcomes and Objectives—LogicModel of Change 283Competency 283Perspectives 284Tasks for Step 2 286Summary 330Discussion Questions and Learning Activities 331References 332Chapter 6 Intervention Mapping Step 3: Program Design 345Competency 345Deciding How to Start 345Perspectives 350Tasks for Step 3 355Summary 416Discussion Questions and Learning Activities 417References 418Chapter 7 Intervention Mapping Step 4: Program Production 435Competency 435Perspectives 436Tasks for Step 4 437Summary 475Discussion Questions and Learning Activities 475References 476Chapter 8 Intervention Mapping Step 5: Program Implementation Plan 483Competency 483Perspectives 484Tasks for Step 5 494Summary 528Discussion Questions and Learning Activities 529References 530Chapter 9 Intervention Mapping Step 6: Evaluation Plan with Patricia Dolan Mullen 541Competency 541Perspectives 541Tasks for Step 6 546Summary 584Discussion Questions and Learning Activities 585References 585Chapter 10 Using Intervention Mapping to Adapt Evidence-Based Interventions with Linda Highfield, Marieke A. Hartman, Patricia DolanMullen, and Joanne N. Leerlooijer 597Competency 597Perspectives 598Intervention Mapping for Adaptation 603Summary 642Discussion Questions and Learning Activities 643References 643Index 651

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