logic modeling. “would you tell me, please, which way i ought to go from here?” “that depends...
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Logic modeling
“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to.” said the Cat.
Alice’s Adventures in Wonderland by Lewis Carroll
Models
Planning Models
Like a road map Present all possible routes you might take
to develop, implement, and evaluate a program.
Planning Models
PRECEDE/PROCEED
MATCH
CDCynergy
PRECEDE/PROCEED Model
MATCH (Multilevel Approach To Community Health)
Developed in late 1980s
Used by U.S. Government
Applied when behavioral & environmental risk & protective
factors for disease / injury are known & general priorities
determined
Includes ecological planning – levels of influence
MATCH
Figure 4.16: MATCH: Multilevel Approach To Community Health
(Pearson Ed, 2012)
CDCynergy• Developed by the Office of Communication
at the CDC in 1997
• First issued in 1998
• Developed initially for public health professionals at CDC with responsibilities for health communication
• Developed for health communication but can be used with all health promotion planning
• Available on CD-ROM; many versions
(Pearson Ed, 2012)
P 1: Describe Problem (identify & define)
P 2: Analyze Problem (causes, goals, intervention strategies
P 3: Plan Intervention (Is communication dominant or supportive?)
P 4: Develop Intervention
P 5: Plan Evaluation
P 6: Implement Plan
CDCynergy
(Pearson Ed, 2012)
Generalized Model for Program Planning (GMPP)
Figure 4.18: Generalized Model for Program Planning
(Pearson Ed, 2012)
Logic Models
Provide a picture of how your program works
Gives logical chain of connections showing what your program will accomplish
A series of “if-then” relationships
Logic Model Components
Situation Influential factors Assumptions Resources/Inputs Outputs: Activities + Participation Outcomes/Impact
http://www.humanserviceresearch.com/youthlifeskillsevaluation/logic_model.gif
Situation
What is the present problem?
Influential Factors
What factors may impact the program? Within the person Environment
Assumptions
Client is honest in providing information
Client will make a good faith effort to change practices or habits
Resources / Inputs
What is invested to the program: Staff expertise, time, money/funding,
materials, equipment, partners
Outputs (activities + participation)
Activities: what is done (events or actions)Workshops, meetings, counseling,
training, assessments, curriculum development
Outputs(activities + participation)
ParticipationWho the program reaches:
Participants, customers, citizens
Outcomes / Impact
Program objectivesShort-term (learning)Medium-term (actions)Long-term (conditions)
Short-term outcomes
Learning (KAB)AwarenessKnowledgeAttitudesSkillsOpinionsMotivations
Medium-term outcomes
ActionsBehaviorPracticeDecisionsPoliciesSocial actions
Long-term outcome
ConditionsSocialEconomicCivicEnvironmental
Health Belief Model
“It’s Oregon, the sun is rarely
out”
Already tan, rarely sunburn,
sunscreen smells weird,
feels oily
Perceived Threat:
Skin cancer
Likelihood to taking action – without intervention: low
Cues to action:
Polk county residents, all SESs, educational levels, and ages
Sunscreen too expensive, forget to buy it,
inconvenient to use it
Self-efficacy
Logic Model
Situation:High incident of new skin cancers in Polk county, OR
Inputs Outputs Activities Participation
Outcomes – ImpactShort Med Long
What we invest:TimeMoneyStaffVolunteersOfficeComputers / other technologyCommunity partnerships
What we do:•Hand out sunscreen samples•Posters about skin cancer risk•Health fair•Brochures about sunscreen/skin cancer•Talk in school health classes about sunscreen/skin cancer
Who we reach:•School kids / parents•Attendees of health fair•General population
•Increase knowledge about skin cancer / sunscreen•Awareness of risk of skin cancer•Skill about applying sunscreen
•People will start using sunscreen•Population will avoid sun during peak time
•Rates of skin cancer will decrease in the community•Mortality rates from skin cancer will decrease
Assumptions: Clients will give good faith effort to change, be honest
External (influencing) factors: time, weather, $$, tanning culture
Logic Model
Situation:High rates of Type 2 Diabetes among children in community; goal to decrease rates of DM in K-12
Inputs Outputs Activities Participation
Outcomes – ImpactShort Med Long
What we invest:TimeMoneyStaffVolunteersOfficeComputers / other technologyCommunity partnerships
What we do:•Nutrition workshops (label reading, how to shop on a budget, cooking demonstrations)•Develop handouts, curriculum, resources•Train, counsel, facilitate
Who we reach:•Children in the community (K-12), parents, family members, teachers, support staff•Community members
•Label reading knowledge•Awareness of healthier choices•Cooking skills•Knowledge of different exercises•Awareness of health benefits of exercise
•Students K-12 will actively engage in exercise •Healthier foods will be prepared at home•Healthier foods will be available in schools
•Type 2 DM will decrease in community•Increase local farmer’s markets, food sustainability
Assumptions: Clients will be honest, and make a good faith effort to change
External (influencing) factors: culture, weather, time, money
Logic Model
Situation:
Inputs Outputs Activities Participation
Outcomes – ImpactShort Med Long
What we invest:
What we do:
Who we reach:
Assumptions: External (influencing) factors: