1. Logic modeling

2. “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

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

4. Planning Models Like a road map
Present all possible routes you might take to develop, implement, and evaluate a program.

5. Planning Models
PRECEDE/PROCEED
MATCH
CDCynergy

6. PRECEDE/PROCEED Model

7. 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

8. MATCH Figure 4.16: MATCH: Multilevel Approach To Community Health
(Pearson Ed, 2012)

9. 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)

10. 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)

11. Generalized Model for Program Planning (GMPP)
Figure 4.18: Generalized Model for Program Planning
(Pearson Ed, 2012)

12. 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

13. Logic Model Components
Situation
Influential factors
Assumptions
Resources/Inputs
Outputs: Activities + Participation
Outcomes/Impact

15. http://www. humanserviceresearch

16. Situation
What is the present problem?

17. Influential Factors What factors may impact the program?
Within the person
Environment

18. Assumptions Client is honest in providing information
Client will make a good faith effort to change practices or habits

19. Resources / Inputs What is invested to the program:
Staff expertise, time, money/funding, materials, equipment, partners

20. Outputs (activities + participation)
Activities: what is done (events or actions)
Workshops, meetings, counseling, training, assessments, curriculum development

21. Outputs (activities + participation)
Who the program reaches:
Participants, customers, citizens

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

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

24. Medium-term outcomes Actions Behavior Practice Decisions Policies
Social actions

25. Long-term outcome
Conditions
Social
Economic
Civic
Environmental

26. 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:

27. 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

28. 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

29. 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: