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 “… draw upon a number of theories to help understand a specific problem in a particular setting or context.” (Glanz, Rimer, & Lewis, pp. 27)

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)

CDCynergy P 6: Implement Plan P 5: Plan Evaluation P 4: Develop Intervention P 3: Plan Intervention (Is communication dominant or supportive?) P 2: Analyze Problem (causes, goals, intervention strategies P 1: Describe Problem (identify & define) (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

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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) Who the program reaches: Participants, customers, citizens

Outcomes / Impact Program objectives Short-term (learning) Medium-term (actions) Long-term (conditions)

Short-term outcomes Learning (KAB) Awareness Knowledge Attitudes Skills Opinions Motivations

Medium-term outcomes Actions Behavior Practice Decisions Policies Social actions

Long-term outcome Conditions Social Economic Civic Environmental

Health Belief Model Perceived Threat: Skin cancer Sunscreen too expensive, forget to buy it, inconvenient to use it Polk county residents, all SESs, educational levels, and ages Perceived Threat: Skin cancer “It’s Oregon, the sun is rarely out” Already tan, rarely sunburn, sunscreen smells weird, feels oily Likelihood to taking action – without intervention: low Self-efficacy Cues to action:

Logic Model Inputs Outputs Activities Participation Outcomes – Impact Short Med Long Situation: High incident of new skin cancers in Polk county, OR What we invest: Time Money Staff Volunteers Office Computers / other technology Community 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 Inputs Outputs Activities Participation Outcomes – Impact Short Med Long Situation: High rates of Type 2 Diabetes among children in community; goal to decrease rates of DM in K-12 What we invest: Time Money Staff Volunteers Office Computers / other technology Community 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 Inputs Outputs Activities Participation Outcomes – Impact Short Med Long Situation: What we invest: What we do: Who we reach: Assumptions: External (influencing) factors: