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# Introduction

This is the Intervention Mapping Work Book Maastricht University Edition. This work builds upon Peters, G.-J., Oei, N. Y. L., & Ruiter, R. A. C. (2024) *Intervention Mapping Work Book*. Academy of Behavior Change. [https://doi.org/10/nb6j](https://doi.org/10/nb6j). This is an Open Access book, freely available under the [Creative Commons CC-BY-NC-SA license](https://creativecommons.org/licenses/by-nc-sa/4.0/). This book is accompanied by an Exercise Document, which is available as a Google Doc at (https://docs.google.com/document/d/15ZfofEeb2ovKxoUNsr0eeICvgmqUvCA94R_C3cHOtsA/edit?tab=t.0).

The primary goal of this work book is to offer a concise overview of the rationale behind the six key steps of Intervention Mapping and a comprehensive overview of the tasks to be conducted in these six key steps. It is designed to complement the accompanying exercise book, which provides space to apply and practice each step of the Intervention Mapping approach. For a more comprehensive overview of the approach, refer to Intervention Mapping: Health Promotion Planning, Implementation, and Evaluation, 5th Edition by Fernández et al. (2026). 

## Intervention Mapping Steps 

Intervention Mapping (IM) is a systematic planning approach used to guide the development of theory- and evidence-based behavior change interventions (Fernández et al., 2026). While IM originated from the field of Health Promotion, it can be applied to all societal problems where behavior change could contribute to, for example, better health and quality of life, public safety, and sustainable environments. IM consists of six iterative and cumulative steps that guide both the development of the intervention and the planning for its implementation and evaluation:

Step 1: Needs and Assets Assessment
This step begins with a comprehensive needs assessment to understand the health issue, associated behaviors, and environmental factors. It also identifies the key determinants—psychological, social, or structural—that contribute to problematic behaviors and conditions.

Step 2: Intervention Outcomes and Objectives 
Here, the intervention developers define specific behavioral and environmental outcomes, as well as performance objectives needed to achieve these outcomes. Determinants that influence the desired changes are identified as targets for the intervention.

Step 3: Methods and Practical Applications 
In this step, theory- and evidence-based methods for behavior change are selected. These methods are then translated into practical strategies and applications that align with their parameters for effectiveness (Kok et al., 2016).

Step 4: Intervention Design and Production
This step involves developing the actual components of the intervention—such as messages, materials, and activities—which are then pre-tested and pilot-tested to ensure clarity, relevance, and feasibility.

Step 5: Implementation Mapping
Strategies are developed for the adoption, delivery, and long-term maintenance of the intervention. This includes identifying potential implementers and support systems to enhance the intervention’s sustainability (Fernandez et al., 2019).

Step 6: Evaluation Plan
Finally, plans are made for both process and effect evaluations. These assessments measure the effectiveness of the intervention and provide insights into how it was implemented and received.

## Foundational perspectives 

Intervention Mapping is built on three foundational perspectives. _First_, embracing a participatory approach, which ensures the active involvement of all relevant stakeholders - such as target populations, implementers, and policymakers - throughout the planning and decision-making process. This collaboration helps ensure the intervention is contextually appropriate and more likely to be accepted and sustained. _Second_, using theory and evidence, which emphasizes using empirical research and theoretical models to inform decisions made in each step of IM. _Third_, adopting an ecological perspective, which recognizes that behavior is influenced not only by individual-level factors, but also by interpersonal, organizational, community, and policy-level factors. By addressing multiple levels of influence, IM supports the creation of comprehensive and effective interventions.

Core Processes are a helpful and systematic way to address questions that need to be answered to find evidence-based solutions in a problem-driven context (Ruiter & Crutzen, 2020). Using Core Processes reduces the risk of incomplete understanding of specific problems and their causes, as well as the selection of ineffective solutions. Core Processes are useful to answer questions that arise in each step of Intervention Mapping: an approach to systematically develop, implement, and evaluate behaviour change interventions. While Core Processes are often associated with Intervention Mapping, their origins predate it. Veen (1984) first described these processes before the initial publications on Intervention Mapping by Bartholomew et al. (1998, 2001). They are deeply rooted in applied social psychology (Buunk & van Vugt, 2013; Ruiter et al., 2013), a foundation that underpins the field of behaviour change more broadly (Varol et al., 2024). While Core Processes are valuable to any planning framework (O’Cathain et al., 2019), they are particularly well-suited to Intervention Mapping as they align with its foundational perspectives (Crutzen & Nalukwago, 2025).

The Core Processes are:

1. _Pose questions_. The first Core Process involves posing questions that need to be answered in a problem-driven context. Intervention Mapping facilitates the posing of relevant questions at appropriate times.

2. _Explore possible answers by engaging community members, implementers, and other interested parties_. The second Core Process involves exploring possible answers to the posed questions. In Intervention Mapping, this initial exploration is often carried out through brainstorming with planning group members.

3. _Review evidence from previous research_. The third Core Process aims to evaluate the provisional answers developed during the second Core Process by either supporting or refuting them.

4. _Find theoretical support using the topic, concept and general theories approaches_. The fourth Core Process involves identifying theoretical support to address the questions posed in Core Process 1, after the initial exploration in Core Process 2 and the review of evidence in Core Process 3. The goal is to expand the list of potential answers as much as possible before conducting new research (Core Process 5) and evaluating all answers (Core Process 6).

5. _Identify and address the need for new research with community members and other interested parties_. All previously described Core Processes should be completed before moving on to new research, which is the fifth Core Process. The time span for completion can range from a couple of sessions to a full-blown multi year project. It is essential to address all Core Processes in a streamlined manner, rather than skipping any of them. A practical reason for this is that conducting new research requires resources (in terms of time, expertise, and budget). Before launching into new research, all available evidence and insights should be thoroughly examined to identify any gaps or inconsistencies that need to be addressed to make the research more valuable.

6. _Complete the list of possible answers and assess them by combining information gathered across Core Processes_. Completing the first five Core Processes results in a provisional list of answers to the question(s) posed at the beginning. To refine this into a final list, these answers must be evaluated for their relevance and changeability by integrating the information gathered throughout the Core Processes.