Logic modeling

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Logic modeling
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• 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.
• Alices Adventures in Wonderland by Lewis
  Carroll

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Models

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

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Planning Models

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

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Planning Models

• PRECEDE/PROCEED
• MATCH
• CDCynergy

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PRECEDE/PROCEED Model
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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

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MATCH

• Figure 4.16 MATCH Multilevel Approach To
  Community Health

(Pearson Ed, 2012)
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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)
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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)
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Generalized Model for Program Planning (GMPP)

• Figure 4.18 Generalized Model for Program
  Planning

(Pearson Ed, 2012)
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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

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Logic Model Components

• Situation
• Influential factors
• Assumptions
• Resources/Inputs
• Outputs Activities Participation
• Outcomes/Impact

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http//www.humanserviceresearch.com/youthlifeskill
sevaluation/logic_model.gif
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Situation

• What is the present problem?

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Influential Factors

• What factors may impact the program?
• Within the person
• Environment

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Assumptions

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

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Resources / Inputs

• What is invested to the program
• Staff expertise, time, money/funding, materials,
  equipment, partners

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Outputs (activities participation)

• Activities what is done (events or actions)
• Workshops, meetings, counseling, training,
  assessments, curriculum development

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Outputs(activities participation)

• Participation
• Who the program reaches
• Participants, customers, citizens

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Outcomes / Impact

• Program objectives
• Short-term (learning)
• Medium-term (actions)
• Long-term (conditions)

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Short-term outcomes

• Learning (KAB)
• Awareness
• Knowledge
• Attitudes
• Skills
• Opinions
• Motivations

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Medium-term outcomes

• Actions
• Behavior
• Practice
• Decisions
• Policies
• Social actions

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Long-term outcome

• Conditions
• Social
• Economic
• Civic
• Environmental

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Health Belief Model
Sunscreen too expensive, forget to buy it,
inconvenient to use it
Polk county residents, all SESs, educational
levels, and ages
Perceived Threat Skin cancer
Its 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
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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
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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 farmers markets, food
  sustainability

Assumptions Clients will be honest, and make a
good faith effort to change
External (influencing) factors culture, weather,
time, money
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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