{"id":846,"date":"2018-03-07T08:21:36","date_gmt":"2018-03-07T08:21:36","guid":{"rendered":"http:\/\/practicalhealthpsychology.com\/?p=846"},"modified":"2025-11-04T14:40:40","modified_gmt":"2025-11-04T14:40:40","slug":"planning-theory-and-evidence-based-behavior-change-interventions-intervention-mapping","status":"publish","type":"post","link":"https:\/\/practicalhealthpsychology.com\/cz\/2018\/03\/planning-theory-and-evidence-based-behavior-change-interventions-intervention-mapping\/","title":{"rendered":"Jak pl\u00e1novat a mapovat intervence pro zm\u011bnu chov\u00e1n\u00ed \u2013 strategie zalo\u017een\u00e9 na teorii a v\u00fdzkumech"},"content":{"rendered":"<p><strong>Gerjo Kok, Maastrichtsk\u00e1 univerzita, Nizozemsko; Texask\u00e1 univerzita v\u00a0Houstonu, USA<\/strong><\/p>\n<p>V\u00a0sou\u010dasn\u00e9 dob\u011b existuje \u0161irok\u00e1 \u0159ada kampan\u00ed a intervenc\u00ed zam\u011b\u0159en\u00fdch na zdrav\u00ed ve\u0159ejnosti a zm\u011bnu zdravotn\u00edch n\u00e1vyk\u016f, ale jen m\u00e1lo z\u00a0nich se zakl\u00e1d\u00e1 na teorii nebo v\u00fdzkumu. Tento p\u0159\u00edsp\u011bvek stru\u010dn\u011b pop\u00ed\u0161e, jak p\u0159i navrhov\u00e1n\u00ed intervenc\u00ed postupuj\u00ed psychologov\u00e9 z\u00a0oblasti psychologie zdrav\u00ed, a uk\u00e1\u017ee, jak se tyto procesy li\u0161\u00ed od jak\u00fdchkoli jin\u00fdch (a\u00a0v\u00a0\u010dem jsou lep\u0161\u00ed).<\/p>\n<p><!--more--><\/p>\n<p><strong>Postup<\/strong><\/p>\n<p>Pl\u00e1nov\u00e1n\u00ed intervenc\u00ed zam\u011b\u0159en\u00fdch na zm\u011bnu chov\u00e1n\u00ed je proces, kter\u00fd \u010dasto obn\u00e1\u0161\u00ed postup o dva kroky vp\u0159ed a jeden vzad. Je velmi d\u016fle\u017eit\u00e9 toto vz\u00edt v\u00a0potaz, proto\u017ee ka\u017ed\u00fd krok je budov\u00e1n na kroc\u00edch p\u0159edchoz\u00edch a nepozornost p\u0159i jednom kroku m\u016f\u017ee v\u00e9st k\u00a0chyb\u00e1m a neadekv\u00e1tn\u00edm rozhodnut\u00edm v kroku\u00a0dal\u0161\u00edm. Takzvan\u00e9 <em>mapov\u00e1n\u00ed intervenc\u00ed<\/em> (<a href=\"http:\/\/interventionmapping.com\/\">InterventionMapping &#8211; IM<\/a>, d\u00e1le jen MI) je postup, kter\u00fd popisuje <a href=\"https:\/\/en.wikipedia.org\/wiki\/Intervention_mapping\">\u0161est krok\u016f, jak vyvinout intervenci<\/a>, kter\u00e1 se zakl\u00e1d\u00e1 na teorii a z\u00e1v\u011brech v\u00fdzkum\u016f:<\/p>\n<p><strong>Krok 1: zhodnocen\u00ed<\/strong><\/p>\n<p>V\u00a0tomto kroku skupina pl\u00e1nuj\u00edc\u00edch, kter\u00e1 zahrnuje v\u0161echny zainteresovan\u00e9 strany v\u010detn\u011b c\u00edlov\u00e9 populace, odborn\u00edk\u016f, v\u00fdzkumn\u00edk\u016f a budouc\u00edch realiz\u00e1tor\u016f, zhodnocuje probl\u00e9m. To obn\u00e1\u0161\u00ed identifikaci behavior\u00e1ln\u00edch a environment\u00e1ln\u00edch (vn\u011bj\u0161\u00edch) p\u0159\u00ed\u010din probl\u00e9mu a jejich determinant. Tyto jednotlivosti pak mohou b\u00fdt zn\u00e1zorn\u011bny v\u00a0\u201elogick\u00e9m modelu\u201c dan\u00e9ho probl\u00e9mu, jako je nap\u0159\u00edklad n\u00ed\u017ee uveden\u00fd (zjednodu\u0161en\u00fd) model prevence HIV a sexu\u00e1ln\u011b p\u0159enosn\u00fdch chorob u adolescent\u016f, a kter\u00fd nab\u00edz\u00ed jasn\u00fd obr\u00e1zek o tom, jak do sebe jednotliv\u00e9 \u201ed\u00edlky\u201c zapadaj\u00ed.<\/p>\n<p>&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-889 size-full\" src=\"https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17.jpg\" alt=\"\" width=\"720\" height=\"540\" srcset=\"https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17.jpg 720w, https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17-300x225.jpg 300w, https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17-230x173.jpg 230w, https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17-350x263.jpg 350w, https:\/\/practicalhealthpsychology.com\/wp-content\/uploads\/2018\/03\/Slide1-17-480x360.jpg 480w\" sizes=\"(max-width: 720px) 100vw, 720px\" \/><\/p>\n<p><strong>Krok 2: identifikace c\u00edl\u016f<\/strong><\/p>\n<p>Jakmile jsou probl\u00e9m a jeho p\u0159\u00ed\u010diny jasn\u011b formulov\u00e1ny, mohou b\u00fdt definov\u00e1ny i specifick\u00e9 c\u00edle a v\u00fdstupy programu. To zahrnuje up\u0159esn\u011bn\u00ed, jak\u00fdm zp\u016fsobem je t\u0159eba zm\u011bnit determinanty chov\u00e1n\u00ed jedince a vn\u011bj\u0161\u00edch \u010dinitel\u016f (z\u00e1konod\u00e1rc\u016f) tak, aby se sn\u00ed\u017eila z\u00e1va\u017enost probl\u00e9mu. Z\u00a0v\u00fd\u0161e uveden\u00e9ho logick\u00e9ho modelu nap\u0159\u00edklad vypl\u00fdv\u00e1, \u017ee abychom l\u00e9pe prosadili pou\u017e\u00edv\u00e1n\u00ed kondomu mezi adolescenty, intervence by m\u011bla zv\u00fd\u0161it tak\u00e9 pov\u011bdom\u00ed o riziku t\u00e9to pohlavn\u00ed choroby a vn\u00edmanou efektivitu kondom\u016f ve sni\u017eov\u00e1n\u00ed vn\u00edman\u00e9ho rizika. Pokud je to mo\u017en\u00e9, intervence by tak\u00e9 m\u011bla ovliv\u0148ovat p\u0159\u00edmo partnera, v\u00a0kombinaci se zvy\u0161ov\u00e1n\u00edm vn\u00edman\u00e9 vlastn\u00ed \u00fa\u010dinnosti adolescenta ve vyjedn\u00e1v\u00e1n\u00ed. A kone\u010dn\u011b, v\u00a0z\u00e1vislosti na existuj\u00edc\u00edch spole\u010densk\u00fdch norm\u00e1ch by m\u011bl b\u00fdt zprost\u0159edkov\u00e1v\u00e1n i p\u0159\u00edstup k\u00a0slu\u017eb\u00e1m, souvisej\u00edc\u00edch s\u00a0pl\u00e1novan\u00fdm rodi\u010dovstv\u00edm.<\/p>\n<p><strong>Krok 3: n\u00e1vrh intervence<\/strong><\/p>\n<p>V\u00a0t\u00e9to f\u00e1zi je navrhnuta ucelen\u00e1 intervence, kterou lze p\u0159en\u00e9st do praxe. V\u00a0souladu s\u00a0teori\u00ed se vyberou metody intervence a praktick\u00e9 aplikace s\u00a0c\u00edlem zm\u011bnit (determinanty) chov\u00e1n\u00ed, a vygeneruji se t\u00e9mata programu, d\u00edl\u010d\u00ed slo\u017eky, pole p\u016fsobnosti a posloupnost. MI rozli\u0161uje tzv. metody zm\u011bny chov\u00e1n\u00ed (nebo techniky), kter\u00e9 se prok\u00e1zaly jako u\u017eite\u010dn\u00e9 p\u0159i zm\u011bn\u011b determinant chov\u00e1n\u00ed a\/nebo vn\u011bj\u0161\u00edch p\u0159\u00ed\u010din. Vn\u00edm\u00e1n\u00ed rizika m\u016f\u017ee b\u00fdt nap\u0159\u00edklad zv\u00fd\u0161eno informacemi o riziku zalo\u017een\u00fdmi na sc\u00e9n\u00e1\u0159\u00edch. Vn\u00edman\u00e1 vlastn\u00ed \u00fa\u010dinnost m\u016f\u017ee b\u00fdt rozv\u00edjena prost\u0159ednictv\u00edm modelov\u00e1n\u00ed a zp\u011btn\u00e9 vazby.<\/p>\n<p>Prosazov\u00e1n\u00ed a lobbov\u00e1n\u00ed m\u016f\u017ee ovlivnit rozhodovac\u00ed procesy na \u00farovni politiky. V\u0161echny tyto metody zm\u011bny pot\u0159ebuj\u00ed b\u00fdt p\u0159evedeny do praktick\u00e9 roviny, a to s\u00a0ohledem na teorii a v\u00fdzkumem podlo\u017een\u00e1 krit\u00e9ria. P\u0159\u00edklad k modelov\u00e1n\u00ed: \u017e\u00e1k se identifikuje s\u00a0modelem, \u017e\u00e1k si v\u0161imne, \u017ee je model pos\u00edlen, \u017e\u00e1k m\u00e1 dostate\u010dnou vn\u00edmanou vlastn\u00ed \u00fa\u010dinnost a dovednosti, aby mohl jednat, a model slou\u017e\u00ed jako prost\u0159edek zvl\u00e1d\u00e1n\u00ed, nikoli jako model mistrovstv\u00ed (ve smyslu <em>mastery<\/em>, pozn. p\u0159ekl.).<\/p>\n<p><strong>Krok 4: produkce intervence<\/strong><\/p>\n<p>A\u017e toto je vlastn\u00ed intervence. Struktura programu, obsah sd\u011blen\u00ed a materi\u00e1ly se v\u00a0pr\u016fb\u011bhu dola\u010fuj\u00ed, zkou\u0161ej\u00ed a p\u0159ipravuj\u00ed pro\u00a0pou\u017eit\u00ed v praxi. Nizozemsk\u00fd projekt <a href=\"http:\/\/www.langlevedeliefde.nl\/sites\/default\/files\/folder\/long_live_love_english\/index.html#page\/1\">\u201eLong Live Love\u201c<\/a> (A\u0165 \u017eije l\u00e1ska), jeho\u017e p\u0159\u00edklad byl uveden v\u00fd\u0161e, byl skute\u010dn\u011b vyvinut a implementov\u00e1n, a dosud se opakovan\u011b pou\u017e\u00edv\u00e1 ve \u0161kol\u00e1ch s\u00a0c\u00edlem propagovat bezpe\u010dn\u00fd sex u adolescent\u016f.<\/p>\n<p><strong>Krok 5: pl\u00e1n implementace<\/strong><\/p>\n<p>P\u0159i tvorb\u011b pl\u00e1nu implementace se identifikuj\u00ed potenci\u00e1ln\u00ed u\u017eivatel\u00e9, jak\u00e9 je v\u00fdsledn\u00e9 \u017e\u00e1douc\u00ed chov\u00e1n\u00ed, jak m\u00e1 vypadat zm\u011bna, a podle toho se navrhnou implementa\u010dn\u00ed intervence \u2013 znovu s\u00a0pou\u017eit\u00edm krok\u016f MI. V\u00a0na\u0161em p\u0159\u00edkladu c\u00edlila intervence na adolescenty ve \u0161kol\u00e1ch ve v\u011bku 14-15 let. Implementa\u010dn\u00ed intervence spo\u010d\u00edvala v\u00a0roz\u0161\u00ed\u0159en\u00ed do \u0161kol, osvojen\u00ed si intervence \u0159editeli a u\u010diteli, jej\u00ed spr\u00e1vn\u00e9 pou\u017eit\u00ed v\u00a0rukou u\u010ditel\u016f a kone\u010dn\u011b, institucionalizace intervence \u0161koln\u00edmi radami a pod z\u00e1\u0161titou \u0159editel\u016f.<\/p>\n<p><strong>Krok 6: pl\u00e1n zhodnocen\u00ed efektivity<\/strong><\/p>\n<p>Vytvo\u0159en\u00ed intervence je\u0161t\u011b nen\u00ed konec cesty. Je velmi d\u016fle\u017eit\u00e9 tak\u00e9 vyhodnocovat, zda intervence dos\u00e1hla sv\u00fdch c\u00edl\u016f (tj. zhodnocen\u00ed efektivity) a zda byla \u010di nebyla implementov\u00e1na tak, jak bylo zam\u00fd\u0161leno (tj. zhodnocen\u00ed procesu). \u010cinnosti souvisej\u00edc\u00ed s\u00a0kroky 5 a 6 by m\u011bly b\u00fdt zah\u00e1jeny ji\u017e v\u00a0pl\u00e1novac\u00edm procesu. Informace z\u00edskan\u00e9 v r\u00e1mci\u00a0t\u011bchto vyhodnocen\u00ed mohou b\u00fdt pou\u017eity pro dolad\u011bn\u00ed a zlep\u0161en\u00ed intervenc\u00ed nap\u0159\u00ed\u010d jednotliv\u00fdmi kroky.<\/p>\n<p><strong>\u0160ir\u0161\u00ed perspektiva<\/strong><\/p>\n<p>Pl\u00e1nov\u00e1n\u00ed intervenc\u00ed zam\u011b\u0159en\u00fdch na zm\u011bnu chov\u00e1n\u00ed by m\u011bly v\u017edy:<\/p>\n<ul>\n<li>vych\u00e1zet z\u00a0teori\u00ed a v\u00fdsledk\u016f v\u00fdzkumu;<\/li>\n<li>volit ekologick\u00fd p\u0159\u00edstup ve zhodnocov\u00e1n\u00ed a oslovov\u00e1n\u00ed (zdravotn\u00edch) probl\u00e9m\u016f; a<\/li>\n<li>zajistit, aby se pod\u00edleli i \u010dinitel\u00e9 v\u00a0c\u00edlov\u00fdch komunit\u00e1ch a dal\u0161\u00ed z\u00fa\u010dastn\u011bn\u00e9 strany.<\/li>\n<\/ul>\n<p>Jedinec se zdravotn\u00edm probl\u00e9mem je sou\u010d\u00e1st\u00ed syst\u00e9mu, a stejn\u011b tak je sou\u010d\u00e1st\u00ed syst\u00e9mu i potenci\u00e1ln\u00ed \u0159e\u0161en\u00ed zdravotn\u00edho probl\u00e9mu. Pr\u00e1v\u011b proto m\u016f\u017ee \u0161irok\u00e1 spolupr\u00e1ce nap\u0159\u00ed\u010d r\u016fzn\u00fdmi \u00farovn\u011bmi syst\u00e9mu p\u0159in\u00e9st do projektu podstatn\u011b v\u00edce dovednost\u00ed, v\u011bdomost\u00ed a expert\u00edzy, a tak zlep\u0161it aplikovatelnost intervence v prost\u0159ed\u00ed re\u00e1ln\u00e9ho sv\u011bta v\u010detn\u011b zp\u016fsob\u016f, jak nejl\u00e9pe intervenci vyhodnotit.<\/p>\n<p><strong>J\u00e1drov\u00e9 procesy<\/strong><\/p>\n<p>MI tak\u00e9 zahrnuje \u201ej\u00e1drov\u00e9 procesy\u201c, neboli kl\u00ed\u010dov\u00e9 \u010dinnosti, jak aplikovat teorii a v\u00fdzkumn\u00e9 v\u00fdstupy do praxe: kladen\u00ed ot\u00e1zek, brainstorming odpov\u011bd\u00ed, p\u0159ezkoum\u00e1n\u00ed empirick\u00fdch zji\u0161t\u011bn\u00ed, zhodnocen\u00ed a pou\u017eit\u00ed teorie, identifikace pot\u0159eb pro nov\u00fd v\u00fdzkum a formulace u\u017eite\u010dn\u00fdch odpov\u011bd\u00ed.<\/p>\n<p>Zejm\u00e9na proces zhodnocen\u00ed a aplikace teorie je v\u00fdzvou, na kterou jsou psychologov\u00e9 zdrav\u00ed speci\u00e1ln\u011b cvi\u010deni. B\u011bhem hled\u00e1n\u00ed podklad\u016f v\u00a0literatu\u0159e se setk\u00e1vaj\u00ed s\u00a0teoretick\u00fdmi my\u0161lenkami a koncepty, kter\u00e9 mohou s\u00a0teoriemi souviset. P\u0159i pl\u00e1nov\u00e1n\u00ed programu nakonec mohou pou\u017e\u00edt teorie, kter\u00e9 znaj\u00ed, nap\u0159\u00edklad teorii pl\u00e1novan\u00e9ho chov\u00e1n\u00ed pro determinanty chov\u00e1n\u00ed nebo sebe-regula\u010dn\u00ed teorie ke zm\u011bn\u011b chov\u00e1n\u00ed.<\/p>\n<p><strong>Praktick\u00e1 doporu\u010den\u00ed<\/strong><\/p>\n<ul>\n<li>V\u00a0ka\u017ed\u00e9 skupin\u011b pl\u00e1nuj\u00edc\u00ed intervenci zam\u011b\u0159enou na zm\u011bnu chov\u00e1n\u00ed by m\u011bl b\u00fdt odborn\u00edk z\u00a0oblasti behavior\u00e1ln\u00edch v\u011bd, nap\u0159. psycholog zdrav\u00ed s\u00a0kvalitn\u00edm vzd\u011bl\u00e1n\u00edm a zku\u0161enostmi.<\/li>\n<li>P\u0159i v\u00fdvoji intervenc\u00ed zam\u011b\u0159en\u00fdch na zm\u011bnu chov\u00e1n\u00ed pou\u017e\u00edvejte teoretick\u00e9 a v\u00fdzkumn\u00e9 zdroje, p\u0159istupujte k nim systemicky a optimalizujte je pro \u00fa\u010dastn\u00edky intervenc\u00ed.<\/li>\n<li>Pl\u00e1nov\u00e1n\u00ed intervenc\u00ed zam\u011b\u0159en\u00fdch na zm\u011bnu chov\u00e1n\u00ed je postupn\u00fd proces, kde je ka\u017ed\u00fd krok vystav\u011bn na kroc\u00edch p\u0159edchoz\u00edch. Z\u00e1sady MI mohou lidem s\u00a0t\u011bmito kroky pomoci.<\/li>\n<li>J\u00e1drov\u00e9 procesy mohou psychologovi zdrav\u00ed pomoci p\u0159i hled\u00e1n\u00ed teoretick\u00fdch odpov\u011bd\u00ed na vyno\u0159uj\u00edc\u00ed se ot\u00e1zky.<\/li>\n<\/ul>\n<p>P\u0159i pl\u00e1nov\u00e1n\u00ed intervence je obzvl\u00e1\u0161\u0165 d\u016fle\u017eit\u00e9: identifikovat prom\u011bnliv\u00e9 a st\u011b\u017eejn\u00ed determinanty chov\u00e1n\u00ed, br\u00e1t v\u00a0potaz teoretick\u00e1 krit\u00e9ria, kter\u00e1 zefektiv\u0148uj\u00ed metody zm\u011bny chov\u00e1n\u00ed, a ov\u011b\u0159ovat si, zda je intervence implementov\u00e1na v\u00a0souladu s\u00a0pl\u00e1<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Gerjo Kok, Maastricht University, the Netherlands; University of Texas at Houston, USA A wide range of campaigns and interventions to improve public health and change health behaviors currently exists, but many of these are not \u201ctheory- and evidence-based\u201d. 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