scholarly journals Development of an Evidence-Informed Blog to Promote Healthy Eating Among Mothers: Use of the Intervention Mapping Protocol

2017 ◽  
Vol 6 (5) ◽  
pp. e92 ◽  
Author(s):  
Audrée-Anne Dumas ◽  
Simone Lemieux ◽  
Annie Lapointe ◽  
Véronique Provencher ◽  
Julie Robitaille ◽  
...  
Keyword(s):  
Healthy Eating ◽  
Intervention Mapping ◽  
Intervention Mapping Protocol

Development of Serious Games for Behaviour Change: A Practical Methodology (Preprint)

2020 ◽  
Author(s):  
Carlos Alberto Catalina Ortega ◽  
Svjetlana Kolić-Vehovec ◽  
Barbara Rončević Zubković ◽  
Sanja Smojver-Ažić ◽  
Tamara Martinac Dorčić
Keyword(s):  
Behaviour Change ◽  
Game Design ◽  
Serious Games ◽  
Behavioural Change ◽  
Intervention Mapping ◽  
Psychological Perspective ◽  
Game Development ◽  
Development Methodology ◽  
Intervention Mapping Protocol ◽  
Post Test

UNSTRUCTURED Objectives: The main purpose of the paper is to define a new methodology that allows the design of Serious Games that promote a behavioural change. The methodology is based on the Intervention Mapping Protocol (IMP) to define all the information and interventions and Applied Behaviour Analysis (ABA) to promote the behaviour change. Materials and methods: The methodology is based on the experience of game designers and psychologies within the eConfidence H2020 research project in which a new methodology was designed and implemented in two serious games. The game development methodology is described in six steps to be followed, with the psychological perspective integrated with the game design. Both games were tested in 10 schools with a pre and post-test for the data analysis. Results: Both games developed within the methodology present relevant findings on the change of behaviour of the users. Additionally, the proposed metric integrated allows a database improvement of the games to get better results. Conclusion: New methodology for design and study effectiveness of Serious Games that promote behavioural changes, was designed and integrated into two serious games that demonstrate changes in the users. The methodology could help other teams in the work of design and assess the effectiveness of a Serious Game for behavioural change.

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

A prototype-targeting intervention for the promotion of healthy eating in adolescents

2018 ◽  
Vol 118 (6) ◽  
pp. 450-469
Author(s):  
Birte Dohnke ◽  
Tanja Dewitt ◽  
Amina Steinhilber
Keyword(s):  
Healthy Eating ◽  
Behavioural Change ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Controlled Study ◽  
Content Type ◽  
Process Characteristics ◽  
Unhealthy Eating ◽  
Data Assessment ◽  
Systematic Planning

Purpose Unhealthy eating among adolescents from families with lower social status is a major concern. The purpose of this paper is to describe the development and evaluation of a prototype-targeting intervention for the promotion of healthy eating in this target group. Design/methodology/approach The planning model intervention mapping (IM) was chosen to proceed systematically, to use theory and evidence herein and to make decisions transparent. A controlled study with three times of data assessment was conducted to evaluate process characteristics and effects (N=108). Findings “Provide opportunities for social comparison” (behavioural change technique 6.2) was chosen as change method and “perceived similarity” was identified as the condition for its effectiveness. An intervention unit was designed for application. The evaluation results show the feasibility of the unit; materials and activities successfully applied the change method and its condition for effectiveness; and intervention objectives were generally achieved. Practical implications A prototype-targeting intervention is provided that is based on theory and evidence, and is suitable for implementation. More generally, the paper can serve as a blueprint for the systematic planning of theory- and evidence-based interventions targeting specific personal determinants for behaviour change. Originality/value The paper makes an important contribution to the application of the prototype-related theory and a useful addition of IM to the growing field of intervention development and design.

Using the intervention mapping protocol to promote school-based physical activity among children: A demonstration of the step-by-step process

2019 ◽  
Vol 79 (5) ◽  
pp. 529-542 ◽  
Author(s):  
Tania Santina ◽  
Dominique Beaulieu ◽  
Camille Gagné ◽  
Laurence Guillaumie
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Intervention Mapping ◽  
Lessons Learned ◽  
Programme Implementation ◽  
Cross Sectional ◽  
Theoretical Methods ◽  
Practical Applications ◽  
School Based ◽  
Intervention Mapping Protocol

Objective: This study describes the step-by-step development of the I Mo ve30+ programme and outlines lessons derived from the authors’ experience using an intervention mapping protocol (IMP)-based programme design. The programme was designed to increase the moderate to vigorous physical activity (PA) level at school among Lebanese children, aged 10–12 years. Design: Participatory cross-sectional design including group and individual interviews. Setting: Sidon district of Lebanon. Method: The programme was co-designed with a planning committee and included a local leader in school health, school staff including nurses and members of the target population (schoolchildren). The programme was developed using the six steps of the IMP: elaborating a logic model of the problem, formulating programme objectives, choosing the theoretical methods (i.e. the theory-based techniques used to influence a change objective) and practical applications (i.e. the applied strategies based on those theoretical methods), designing the programme, planning programme implementation, and planning the evaluation. Participants’ involvement in the programme’s activities was entirely voluntary. Results: Implemented by teachers and school nurses, this 14-week school-based programme was designed to provide an additional 30 minutes of school-based PA per day through structural environmental change, educational activities, a PA-monitoring system and PA events at school and in the classroom as well as during recess. Conclusion: IMP enabled the rigorous and systematic development of the programme to improve children’s PA level. The programme description and the lessons learned can facilitate the replication and the scaling up of the programme in other settings.

scholarly journals Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol

2020 ◽  
Author(s):  
Ana B Araúz Ledezma ◽  
Karlijn Massar ◽  
Gerjo Kok
Keyword(s):  
Decision Making ◽  
Core Competencies ◽  
Social Emotional Learning ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Personal Relationships ◽  
Social Emotional ◽  
Social And Emotional ◽  
Intervention Mapping Protocol

Summary Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

scholarly journals Conceptual framework for research and clinical practice concerning cardiovascular health-related behaviors

2013 ◽  
Vol 21 (spe) ◽  
pp. 207-215 ◽  
Author(s):  
Maria Cecília Bueno Jayme Gallani ◽  
Marilia Estevam Cornélio ◽  
Rúbia de Freitas Agondi ◽  
Roberta Cunha Matheus Rodrigues
Keyword(s):  
Clinical Practice ◽  
Conceptual Framework ◽  
Cardiovascular Health ◽  
Salt Intake ◽  
Intervention Mapping ◽  
Unified Health System ◽  
Intervention Mapping Protocol ◽  
Health Related Behaviors ◽  
Health Related

OBJECTIVE: To present a conceptual framework based on the PRECEDE model conceived to guide research and the clinical practice of nurses in the clinical follow-up of patients with cardiovascular diseases. METHOD: The conceptual bases as well as the study designs used in the framework are discussed. The contextualization of the proposed structure is presented in the clinical follow-up of hypertensive patients. Examples of the intervention planning steps according to the intervention mapping protocol are provided. RESULTS: This conceptual framework coherently and rationally guided the diagnostic steps related to excessive salt intake among hypertensive individuals, as well as the development and assessment of specific interventions designed to change this eating behavior. CONCLUSION: The use of this conceptual framework enables a greater understanding of health-related behaviors implied in the development and progression of cardiovascular risk factors and is useful in proposing nursing interventions with a greater chance of success. This model is a feasible strategy to improve the cardiovascular health of patients cared for by the Brazilian Unified Health System.

scholarly journals Design of a Digital Game Intervention to Promote Socio-Emotional Skills and Prosocial Behavior in Children

2021 ◽  
Vol 5 (10) ◽  
pp. 58
Author(s):  
Pamela Saleme ◽  
Timo Dietrich ◽  
Bo Pang ◽  
Joy Parkinson
Keyword(s):  
Behavior Change ◽  
Prosocial Behavior ◽  
Game Design ◽  
Intervention Mapping ◽  
Childhood Development ◽  
Digital Game ◽  
Emotional Skills ◽  
Intervention Mapping Protocol ◽  
Theory Application ◽  
Game Intervention

In emergency contexts such as the COVID-19 pandemic, mental health risk factors affect children and may affect behavioral and emotional problems including anxiety, self-blame, emotional disturbance, and stress. Preventive measures are crucial to address these health risks. Research highlights strength-based factors, such as socio-emotional skills and prosocial behaviors, as important for childhood development and socio-emotional wellbeing. Yet, the initial evidence base shows mixed effectiveness and insufficient behavior change theory application into socio-emotional and prosocial digital game interventions. Additionally, few interventions are designed with a clear process to convert theory into practical game solutions and very limited guidance on the digital game development process exists. This study describes the Intervention Mapping Protocol (IMP) and theory application in the design of a digital game intervention which aims to strengthen social-emotional skills development and promote prosocial behavior in 8–11-year-old children. The method systematically describes the steps of the IMP process in detail to guide future theory-based game design. The results explain the final digital game prototype that was co-designed with continuous input and insights provided by stakeholders and feedback from children. This paper contributes to our understanding of theory application in the design of digital game interventions focused on health and behavior change and provides much needed guidance on how theory and stakeholder input can be incorporated into a final game design.

scholarly journals Sedentary Work in Desk-Dominated Environments: A Data-Driven Intervention Using Intervention Mapping (Preprint)

2019 ◽  
Author(s):  
Nathalie M Berninger ◽  
Gill A ten Hoor ◽  
Guy Plasqui ◽  
Gerjo Kok ◽  
Gjalt-Jorn Ygram Peters ◽  
...  
Keyword(s):  
Sedentary Behavior ◽  
Program Implementation ◽  
Intervention Mapping ◽  
Logic Model ◽  
Prolonged Sitting ◽  
Design Program ◽  
Intervention Mapping Protocol ◽  
Program Adherence ◽  
Computer Based ◽  
Office Employees

BACKGROUND Since desk-dominated work environments facilitate sedentary behavior, office workers sit for 66% of their working days and only 8% succeed in interrupting their prolonged periods of sitting within the first 55 minutes. Yet stretches of long and uninterrupted sitting increase the likelihood of several chronic metabolic and cardiovascular diseases. OBJECTIVE We therefore developed a computer-based app designed to interrupt periods of prolonged sitting among office employees. METHODS When developing the intervention, we applied the intervention mapping protocol. This approach for the systematic design of theory and evidence-based behavior change programs consists of 6 steps: creation of a logic model of the problem, creation of a logic model of change, program design, program production, design of an implementation plan, and development of an evaluation plan. RESULTS Working through all 6 steps has resulted in an individually adaptable intervention to reduce sedentary behavior at work. The intervention, UPcomplish, consists of tailored, half-automatized motivational components delivered by a coach. To register sedentary behavior, the VitaBit (VitaBit Software International BV) toolkit, a wearable accelerometry-based monitoring device, is used. Among others, UPcomplish includes personalized goal setting, tailored suggestions to overcome hurdles, and weekly challenges. The VitaBit toolkit supports the participants to monitor their behavior in relation to self-set goals. CONCLUSIONS Intervention mapping is a useful protocol not only for the systematic development of a comprehensive intervention to reduce sedentary behavior but also for planning program adherence, program implementation, and program maintenance. It facilitates obtaining the participation of relevant stakeholders at different ecological levels in the development process of the intervention and anticipating facilitators to and barriers of program implementation and maintenance. CLINICALTRIAL Netherlands Trial Register NL7503; https://www.trialregister.nl/trial/7503 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/14951

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