{"product_id":"planning-health-promotion-programs-isbn-9781119035497","title":"Planning Health Promotion Programs","description":"\u003cb\u003eThe Intervention Mapping bible, updated with new theory, trends, and cases\u003c\/b\u003e \u003cp\u003e\u003ci\u003ePlanning Health Promotion Programs\u003c\/i\u003e is the \"bible\" of the field, guiding students and practitioners through the planning process from a highly practical perspective. Using an original framework called Intervention Mapping, this book presents a series of steps, tasks, and processes that help you develop effective health promotion and education programs using a variety of approaches. As no single model can accurately predict all health behavior or environmental changes, this book shows you how to choose useful theories and integrate constructs from multiple theories to describe health problems and develop appropriate promotion and education solutions. This new fourth edition has been streamlined for efficiency, with information on the latest theories and trends in public health, including competency-based training and inter-professional education. New examples and case studies show you these concepts in action, and the companion website provides lecture slides, additional case studies, and a test bank to bring this book directly into the classroom. \u003c\/p\u003e\u003cp\u003eHealth education and health promotion is a central function of many public health roles, and new models, theories, and planning approaches are always emerging. This book guides you through the planning process using the latest developments in the field, and a practical approach that serves across discipline boundaries. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eMerge multiple theories into a single health education solution\u003c\/li\u003e \u003cli\u003eLearn the methods and processes of intervention planning\u003c\/li\u003e \u003cli\u003eGain a practical understanding of multiple planning approaches\u003c\/li\u003e \u003cli\u003eGet up to date on the latest theories, trends, and developments in the field\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eBoth academic and practice settings need a realistic planning handbook based on system, not prescription. \u003ci\u003ePlanning Health Promotion Programs\u003c\/i\u003e is the essential guide to the process, equipping you with the knowledge and skills to develop solutions without a one-size-fits-all approach. \u003c\/p\u003e\u003cp\u003eFigures and Tables vii\u003c\/p\u003e \u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Foundations 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Overview of Intervention Mapping 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 3\u003c\/p\u003e \u003cp\u003ePerspectives 7\u003c\/p\u003e \u003cp\u003eIntervention Mapping Steps 12\u003c\/p\u003e \u003cp\u003eCore Processes for Using Theory and Evidence 20\u003c\/p\u003e \u003cp\u003eThe Role of Culture in Intervention Planning 28\u003c\/p\u003e \u003cp\u003eNavigating the Book 30\u003c\/p\u003e \u003cp\u003eImportant Repeating Concepts in the Book 31\u003c\/p\u003e \u003cp\u003eSummary 32\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 38\u003c\/p\u003e \u003cp\u003eReferences 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Behavior-Oriented Theories Used in Health Promotion 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 57\u003c\/p\u003e \u003cp\u003ePerspectives 58\u003c\/p\u003e \u003cp\u003eOverview of Theories 65\u003c\/p\u003e \u003cp\u003eLearning Theories 66\u003c\/p\u003e \u003cp\u003eTheories of Information Processing 70\u003c\/p\u003e \u003cp\u003eTheories of Health Behavior 74\u003c\/p\u003e \u003cp\u003eTheories of Reasoned Action 78\u003c\/p\u003e \u003cp\u003eTheories of Goal-Directed Behavior 84\u003c\/p\u003e \u003cp\u003eTheories of Automatic Behavior, Impulsive Behavior, and Habits 89\u003c\/p\u003e \u003cp\u003eStage Theories 95\u003c\/p\u003e \u003cp\u003eAttribution Theory and Relapse Prevention 99\u003c\/p\u003e \u003cp\u003eTheories of Persuasive Communication 101\u003c\/p\u003e \u003cp\u003eTheories of Self-Regulation 105\u003c\/p\u003e \u003cp\u003eSocial Cognitive Theory 109\u003c\/p\u003e \u003cp\u003eTheories of Stigma and Discrimination 113\u003c\/p\u003e \u003cp\u003eDiffusion of Innovations Theory 116\u003c\/p\u003e \u003cp\u003eSummary 120\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 120\u003c\/p\u003e \u003cp\u003eReferences 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Environment-Oriented Theories 145\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 145\u003c\/p\u003e \u003cp\u003ePerspectives 146\u003c\/p\u003e \u003cp\u003eGeneral Environmental-Oriented Theories 149\u003c\/p\u003e \u003cp\u003eInterpersonal-Level Theories 155\u003c\/p\u003e \u003cp\u003eOrganizational-Level Theories 160\u003c\/p\u003e \u003cp\u003eCommunity-Level Theories 167\u003c\/p\u003e \u003cp\u003eSocietal and Governmental Theories 184\u003c\/p\u003e \u003cp\u003eSummary 192\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 192\u003c\/p\u003e \u003cp\u003eReferences 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: InterventionMapping Steps 209\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Intervention Mapping Step 1: LogicModel of the Problem 211\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 211\u003c\/p\u003e \u003cp\u003ePerspectives 212\u003c\/p\u003e \u003cp\u003eTasks for Step 1 214\u003c\/p\u003e \u003cp\u003eSummary 261\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 262\u003c\/p\u003e \u003cp\u003eReferences 263\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Intervention Mapping Step 2: Program Outcomes and Objectives—LogicModel of Change 283\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 283\u003c\/p\u003e \u003cp\u003ePerspectives 284\u003c\/p\u003e \u003cp\u003eTasks for Step 2 286\u003c\/p\u003e \u003cp\u003eSummary 330\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 331\u003c\/p\u003e \u003cp\u003eReferences 332\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Intervention Mapping Step 3: Program Design 345\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 345\u003c\/p\u003e \u003cp\u003eDeciding How to Start 345\u003c\/p\u003e \u003cp\u003ePerspectives 350\u003c\/p\u003e \u003cp\u003eTasks for Step 3 355\u003c\/p\u003e \u003cp\u003eSummary 416\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 417\u003c\/p\u003e \u003cp\u003eReferences 418\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Intervention Mapping Step 4: Program Production 435\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 435\u003c\/p\u003e \u003cp\u003ePerspectives 436\u003c\/p\u003e \u003cp\u003eTasks for Step 4 437\u003c\/p\u003e \u003cp\u003eSummary 475\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 475\u003c\/p\u003e \u003cp\u003eReferences 476\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Intervention Mapping Step 5: Program Implementation Plan 483\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 483\u003c\/p\u003e \u003cp\u003ePerspectives 484\u003c\/p\u003e \u003cp\u003eTasks for Step 5 494\u003c\/p\u003e \u003cp\u003eSummary 528\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 529\u003c\/p\u003e \u003cp\u003eReferences 530\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Intervention Mapping Step 6: Evaluation Plan with Patricia Dolan Mullen 541\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCompetency 541\u003c\/p\u003e \u003cp\u003ePerspectives 541\u003c\/p\u003e \u003cp\u003eTasks for Step 6 546\u003c\/p\u003e \u003cp\u003eSummary 584\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 585\u003c\/p\u003e \u003cp\u003eReferences 585\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Using Intervention Mapping to Adapt Evidence-Based Interventions with Linda Highfield, Marieke A. Hartman, Patricia Dolan\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMullen, and Joanne N. Leerlooijer 597\u003c\/p\u003e \u003cp\u003eCompetency 597\u003c\/p\u003e \u003cp\u003ePerspectives 598\u003c\/p\u003e \u003cp\u003eIntervention Mapping for Adaptation 603\u003c\/p\u003e \u003cp\u003eSummary 642\u003c\/p\u003e \u003cp\u003eDiscussion Questions and Learning Activities 643\u003c\/p\u003e \u003cp\u003eReferences 643\u003c\/p\u003e \u003cp\u003eIndex 651\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eL. KAY BARTHOLOMEW ELDREDGE, EdD, MPH,\u003c\/b\u003e 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. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eCHRISTINE M. MARKHAM\u003c\/b\u003e is an associate professor of health promotion and behavioral sciences and an associate department chair at the UTHealth School of Public Health. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eROBERT A. C. RUITER, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is the Head of the Department of Work and Social Psychology at the Faculty of Psychology and Neuroscience, Maastricht University, the Netherlands. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eMARÍA E. FERNÁNDEZ, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a professor of health promotion and behavioral sciences at the UTHealth School of Public Health. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eGERJO KOK, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is a former dean of the Faculty of Psychology and Neuroscience, Maastricht University, the Netherlands. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eGUY S. PARCEL, P\u003csmall\u003eH\u003c\/small\u003eD,\u003c\/b\u003e is dean emeritus and a former professor of health promotion and behavioral sciences at the UTHealth School of Public Health.     \u003c\/p\u003e\u003cp\u003e\u003cb\u003eTHE REVISED AND UPDATED GUIDE FOR UNDERSTANDING AND USING INTERVENTION MAPPING\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003ePlanning Health Promotion Programs\u003c\/i\u003e is the go-to reference in the field. Now in its fourth edition, this volume offers students and practitioners an effective guide to the overall planning process. Based on the proven Intervention Mapping framework, this essential resource outlines the steps, tasks, and processes that draw on a variety of approaches to help develop dynamic health promotion and education programs. Designed to be practical, the handbook equips users with the knowledge and skills needed to create targeted solutions. \u003c\/p\u003e\u003cp\u003eThe text reveals how to choose theories and integrate constructs from a variety of sources and shows how to merge theories in order to clearly describe health problems, develop appropriate promotions, and create education solutions. Revised and updated, the fourth edition includes information on the latest theories and reviews trends in public health such as competency-based training and inter-professional education. In addition, this edition contains a wealth of new examples and illustrative case studies that shows how the concepts work in actual settings. The companion website includes classroom ready lecture slides, additional case studies, and a test bank. \u003c\/p\u003e\u003cp\u003e\u003ci\u003ePlanning Health Promotion Programs, Fourth Edition\u003c\/i\u003e is the thoroughly updated resource needed to explore the developments, methods, theories, and processes of intervention planning.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989795586277,"sku":"NP9781119035497","price":96.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119035497.jpg?v=1761785498","url":"https:\/\/k12savings.com\/products\/planning-health-promotion-programs-isbn-9781119035497","provider":"K12savings","version":"1.0","type":"link"}