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Intervention Mapping and the New Health Promotion

Over the past decade, this well-known quote has become a maxim of health education practice. However, how best to implement this maxim has remained a bit of a mystery. The processes of identifying potentially relevant theories, choosing among them, and translating theoretical constructs into community-specific intervention strategies have been underspecified and not well understood. The Intervention Mapping process described by Bartholomew et al.1 provides some important guidance in terms ofhow to use theory and research in health promotion program design and implementation. The core processes of brainstorming, searching the literature, accessing and using theory, and collecting new data are well described. The step-by-step approach to linking the determinants of health problems, intervention strategies, program activities, and program evaluation is clear and user-friendly. And while some simplification or streamlining of the program development process is inherent in any generic model, the authors are quick to note that the Intervention Mapping process cannot be used like a cookbook. They state that the process is more iterative than linear, with various steps being revisited as new information is brought to light. Appropriate use of the Intervention Mapping process is likely to help health educators bridge the gaps between theory, research, and practice, and is likely to result in more successful programs. The Intervention Mapping process seems particularly useful to the development of health promotion programs that emphasize individual behavior change. However, if the process is to be maximally useful to practitioners of the "new health promotion"2 with its emphasis on community participation, its use of a social ecological perspective, and its commitment to building on existing community strengths, then certain issues or challenges need to be addressed.