Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

The Diabetes Educator

Sign In to gain access to subscriptions and/or personal tools.
Journal of Health Psychology
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (24)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Kok, G.
Right arrow Articles by Brug, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Kok, G.
Right arrow Articles by Brug, J.
Social Bookmarking
 Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Intervention Mapping: Protocol for Applying Health Psychology Theory to Prevention Programmes

Gerjo Kok

g.kok{at}psychology.unimaas.nl

Herman Schaalma

Robert A. C. Ruiter

Pepijn Van Empelen

Maastricht University, the Netherlands

Johannes Brug

Erasmus University, the Netherlands

Evidence-based health promotion programmes are based on empirical data and theory. While a broad range of social and behavioural science theories are available, the actual application of these theories in programme design remains a real challenge for health promotion planners. Intervention Mapping describes a protocol for the development of theory- and evidence-based health promotion programmes. It provides guidelines and tools for the selection of theoretical foundations and underpinnings of health promotion programmes, for the application of theory, and for the translation of theory in actual programme materials and activities. This article presents the protocol and elaborates on the application of theory, using examples from successful intervention programmes.

Key Words: behaviour change • health psychology • prevention • programme • theories

Journal of Health Psychology, Vol. 9, No. 1, 85-98 (2004)
DOI: 10.1177/1359105304038379


Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
Scand J Public HealthHome page
W. Mukoma, A. J. Flisher, A. Helleve, L. E. Aaro, C. Mathews, S. Kaaya, and K.-I. Klepp
Development and test--retest reliability of a research instrument designed to evaluate school-based HIV/AIDS interventions in South Africa and Tanzania
Scand J Public Health, June 1, 2009; 37(2_suppl): 7 - 15.
[Abstract] [PDF]


Home page
Scand J Public HealthHome page
K. Mkumbo, H. Schaalma, S. Kaaya, J. Leerlooijer, J. Mbwambo, and G. Kilonzo
The application of Intervention Mapping in developing and implementing school-based sexuality and HIV/AIDS education in a developing country context: The case of Tanzania
Scand J Public Health, June 1, 2009; 37(2_suppl): 28 - 36.
[Abstract] [PDF]


Home page
Scand J Public HealthHome page
W. Mukoma, A. J. Flisher, N. Ahmed, S. Jansen, C. Mathews, K.-I. Klepp, and H. Schaalma
Process evaluation of a school-based HIV/AIDS intervention in South Africa
Scand J Public Health, June 1, 2009; 37(2_suppl): 37 - 47.
[Abstract] [PDF]


Home page
Health Educ ResHome page
V. Araujo-Soares, T. McIntyre, and F. F. Sniehotta
Predicting changes in physical activity among adolescents: the role of self-efficacy, intention, action planning and coping planning
Health Educ. Res., February 1, 2009; 24(1): 128 - 139.
[Abstract] [Full Text] [PDF]


Home page
Health Educ ResHome page
J. R. D. Whittingham, R. A. C. Ruiter, D. Castermans, A. Huiberts, and G. Kok
Designing effective health education materials: experimental pre-testing of a theory-based brochure to increase knowledge
Health Educ. Res., June 1, 2008; 23(3): 414 - 426.
[Abstract] [Full Text] [PDF]


Home page
J Health PsycholHome page
P. M. Camic
Playing in the Mud: Health Psychology, the Arts and Creative Approaches to Health Care
J Health Psychol, March 1, 2008; 13(2): 287 - 298.
[Abstract] [PDF]


Home page
School Psychology InternationalHome page
G. Kraag, G. Van Breukelen, P. Lamberts, O. Vugts, G. Kok, M. Fekkes, and H. Huijer Abu-Saad
Process Evaluation of 'Learn Young, Learn Fair': A Stress Management Programme for 5th and 6th Graders
School Psychology International, May 1, 2007; 28(2): 206 - 219.
[Abstract] [PDF]


Home page
Health Educ ResHome page
M. T. W. Leurs, K. Bessems, H. P. Schaalma, and H. de Vries
Focus points for school health promotion improvements in Dutch primary schools
Health Educ. Res., February 1, 2007; 22(1): 58 - 69.
[Abstract] [Full Text] [PDF]


Home page
Health Educ BehavHome page
F. Cote, G. Godin, and C. Gagne
Efficiency of an Evidence-Based Intervention to Promote and Reinforce Tobacco Abstinence Among Elementary Schoolchildren in a School Transition Period
Health Educ Behav, December 1, 2006; 33(6): 747 - 759.
[Abstract] [PDF]


Home page
Health Educ BehavHome page
M. R. Partin
Commentary: A Challenging But Critical Endeavor: Balancing Responsiveness and Rigor in Community-Based Participatory Research
Health Educ Behav, October 1, 2006; 33(5): 574 - 577.
[PDF]