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A Program Evaluation Strategy

A Program Evaluation Strategy. The Causal Pathway. Evaluation Strategy. Our Evaluation Model starts in the initation phase of a program, not upon its conclusion. We start by developing a “Causal Pathway” or roadmap, which identifies the steps necessary to achieve the desired goal.

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A Program Evaluation Strategy

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  1. A Program Evaluation Strategy The Causal Pathway

  2. Evaluation Strategy • Our Evaluation Model starts in the initation phase of a program, not upon its conclusion. • We start by developing a “Causal Pathway” or roadmap, which identifies the steps necessary to achieve the desired goal. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  3. Causal Pathway Framework A roadmap of a project that shows: Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  4. Causal Pathway Framework Impact Impact Change in the health, social, economic status of the population Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  5. Causal Pathway Framework Impact Effect Effect: Change in the knowledge, attitudes, skills, behavior of the population of interest Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  6. Causal Pathway Framework Outputs Impact Effect Outputs Products and services that must be in place for the effects and impact to occur. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  7. Causal Pathway Framework Activities Outputs Impact Effect Activities Technical and support tasks required to produce the outputs Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  8. Causal Pathway Framework Activities Outputs Impact Inputs Effect Inputs Resources needed to support the activities Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  9. Evaluation Strategy • This Evaluation model starts by helping to design a program which has the highest probability of achieving success • We use this model to plan the program starting with the desired Goal or Impact, and planning all intermediate steps. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  10. Causal Pathway Framework Activities Outputs Impact Inputs Effect Design Direction Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  11. Evaluation Strategy • Given that we now have a program with built-in logical steps toward success, we can then use this Causal Pathway tool to evaluate the progress and success of the program. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  12. Evaluation Strategy • Whereas in the planning phase, we worked from the desired Impact back to necessary Inputs, in the Evaluation Phase we monitor the completion of each step from Inputs to Activities to Outputs to Effects to Impact. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  13. Causal Pathway Framework Activities Outputs Impact Inputs Effect Monitoring and Evaluation Direction Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  14. Evaluation Strategy • One of the benefits of using this same tool in Evaluation is that even if there has not been enough time to realize a change in Impact, we can still determine how far along the logical pathway our program has advanced. Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  15. Causal Pathway FrameworkSay for instance that we observe no change in Impact: Inputs Activities Outputs Impact Effect No Impact Monitoring and Evaluation Direction Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  16. Evaluation Strategy • We can still determine how far along the logical pathway our program has advanced as an indication of success. • We can also use this process to Diagnose where things are not working Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  17. Causal Pathway Framework Inputs Activities Outputs Impact Effect No Impact Were inputs available? Were outputs produced? Were effects observed? Were activities performed? Center for Population and Family Health Joseph L. Mailman School of Public Health of Columbia University

  18. BDI LOGIC MODEL

  19. “If you don’t know where you want to go, how do you know if you’ve gotten there?” THE RABBIT, Alice in Wonderland

  20. BDI Logic Model Intervention Determinants Behavior Health Goal

  21. What is resiliency?

  22. Risk & Protective Factors

  23. Risk Factors: conditions that increase the likelihood of outcomes that comprise health, quality of life, or life itself

  24. Risk Factors Occur in 5 major life domains: family community individual peer groups school

  25. The more risk factors, the greater the risk

  26. Common risk factors predict diverse behavioral problems: • substance abuse • delinquency • violent behavior • risky sex teen pregnancy • school behavior problems dropping out

  27. If the impact of any given risk factor can be reduced, it is likely to reduce several risk behaviors

  28. Risk Behavior: behavior that can compromise adolescent psychosocial developmentExamples?

  29. Risk Taking Behavior: behaviors that entail a conscious awareness of the risk/danger in a deliberate thrill-seeking attemptExamples?

  30. Protective Factors:factors that buffer youth against the adverse effects of risk factors to which they are exposedand diminish the likelihood of negative health and social outcomes

  31. Protective Factors occur in many domains: • individual (e.g. resilient temperament, social & cognitive skills) • connections to family, friends, school, other adults • opportunities for involvement (e.g. church, youth clubs in communities)

  32. Many adolescent risk behaviors serve a purpose and are goal-directed

  33. Drinking, smoking grass, smoking cigarettes • feel relaxed • feel socially accepted • feel independent • feel grown up • feel excitement bucking the system

  34. Magnitude of Risk? • intensity of involvement • # of risk behaviors • age of onset • presence of protective factors

  35. Implications for Prevention • comprehensive, multiple domains & multiple behaviors • target risk and protective factors • address larger social context in which behavior embedded

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