Models for Health Education and Health Promotion Programming

1. Models for Health Education and Health Promotion Programming Welcome to Acronym City!!

2. Generalized Model for Program Planning • Understanding and engaging • Assessing needs • Setting goals and objectives • Developing an intervention • Implementing the intervention • Evaluating the results

3. Three F’s of Program Planning • Fluidity • Flexibility • Functionality

4. PRECEDE-PROCEED MATCH CDCynergy SMART A Systematic Approach to Health Promotion (HP2010) MAPP APEX-PH SWOT Healthy Communities The Health Communication Model Healthy Plan-It (CDC) Logic Models Models for HE and HP Programming

5. PRECEDE/PROCEED MODEL • Green, L. and Kreuter, M. • Model begins with consequences & works back to causes

6. PRECEDE/PROCEED Model PRECEDE • Predisposing, • Reinforcing, and • Enabling • Causes in • Educational • Diagnosis and • Evaluation

7. PRECEDE/PROCEED Model PROCEED • Policy, • Regulatory, and • Organizational • Constructs in • Educational and • Environmental • Development

8. Phase I: Social Assessment • Seeks to subjectively define the quality of life (problems and priorities) of the priority population • Absenteeism, alienation, poverty, unemployment, crime, discrimination, welfare, happiness, illegitimacy, riots

9. Phase 2: Epidemiological Assessment • Use of data to identify and prioritize the health problems that contribute to the needs identified in Phase I • Disability, discomfort, fitness, fertility, morbidity, mortality, physiological risk factors www.ph.dhr.state.ga.us http://www.fcs.uga.edu/hace/gafacts/index.html

10. Phase 3: Behavioral & Environmental Assessment • Determining and prioritizing the behavioral and environmental causes of the health problems • Behaviors or actions of individuals, groups or communities • Behavior: Compliance; Coping; Prevention; Self-care; Consumption patterns; Utilization • Environmental: Economic; Physical; Services; Social

11. Phase 4: Educational and Ecological Assessment Classifies factors that influence behavior as: • Predisposing factors: -knowledge, beliefs, attitudes, values, perceptions that facilitate or hinder a person’s motivation to change • Enabling factors: -barriers or vehicles created by societal forces or systems; e.g. access to healthcare facilities; availability of resources; enactment of rules or laws; development of skills • Reinforcing factors: -feedback or rewards received after behavior change that encourage or discourage the continuation of the behavior; delivered by family, friends, peers, teachers, self, and others

12. Phase 5: Administrative and Policy Assessment • Determines if the capabilities and resources are available to develop and implement the program (funding, staffing)

13. Phase 6: Implementation • Planners use available resources to select/develop the intervention strategies and implement them

14. Phase 7: Process Evaluation • Assess availability and quality of program • Number of participants, quality of instructors, content, methods, time allotments, materials

15. Phase 8: Impact Evaluation • Assess changes in knowledge, attitudes, and behaviors of program participants following the program

16. Phase 9: Outcome Evaluation • Assess long term outcome on health status, quality of life • morbidity • mortality • disability

17. Applying PRECEDE-PROCEED Health Problem: Childhood Obesity • Social Assessment? • Epidemiological assessment? • Behavioral and environmental assessment? • Educational and ecological assessment? • Administrative and policy assessment?

18. MATCH Model MATCH • Multilevel • Approach • To • Community • Health

19. MATCH PHASES AND STEPS PHASE I: Goals Selection Step 1: Select health-status goals Step 2: Select high-priority population(s) Step 3: Identify health behavior goals Step 4: Identify environmental factor goals

20. MATCH PHASES AND STEPS PHASE II: Intervention Planning Step 1: Identify the targets of the intervention Step 2: Select intervention objectives Step 3: Identify mediators of the intervention objectives Step 4: Select intervention approaches

21. MATCH PHASES AND STEPS PHASE III: Program Development Step 1: Create program units or components Step 2: Select or develop curricula and create intervention guides Step 3: Develop session plans Step 4: Create or acquire instructional materials, products, and resources

22. MATCH PHASES AND STEPS PHASE IV: Implementation Preparations Step 1: Facilitate adoption, implementation, and maintenance Step 2: Select and train implementers

23. MATCH PHASES AND STEPS PHASE V: Evaluation Step 1: Conduct process evaluation Step 2: Measure impact Step 3: Monitor outcomes

24. Intervention Levels At what level(s) of society will the intervention be aimed? • Individual • Interpersonal • Organizational • Societal • Governmental

25. Applying MATCH

26. Applying MATCH

27. Consumer-Based Planning All program decisions are based on consumer input and made with consumers in mind 1. Health Communication The use of strategies to inform and influence individual and community decisions to enhance health (e.g. mass media campaigns) 2. Social Marketing A program-planning process designed to influence the voluntary behavior of a specific audience segment to achieve a social rather than a financial objective (e.g. “This is your brain. This is your brain on drugs. Any questions?”)

28. CDCynergy Phases Phase 1: Describe Problem Phase 2: Analyze Problem Phase 3: Plan Intervention Phase 4: Develop Intervention Phase 5: Plan Evaluation Phase 6: Implement Plan

29. CDCynergy Phases and Steps Phase 1: Describe Problem • Identify and define health problems that may be addressed by your program intervention • Examine or conduct necessary research • Assess likelihood of success (SWOT – Strengths, Weaknesses Opportunities, Threats) Phase 2: Analyze Problem • List causes of each problem to be addressed • Develop goals for each problem • Select the types of intervention(s) that should be used to address the problem(s)

30. CDCynergy Phases and Steps Phase 3: Plan Intervention • Decide whether communication is a dominant intervention or a support for other interventions • Conduct necessary audience research (segmenting) • Write communication objectives for each audience segment • Write a creative brief to guide intervention development Phase 4: Develop Intervention • Develop and test concepts, messages, settings and materials with intended audiences

31. CDCynergy Phases and Steps Phase 5: Plan Evaluation • Determine stakeholder information needs • Decide which types of evaluation are needed • Identify sources of information and select data collection methods • Formulate an evaluation design • Develop a data analysis and reporting plan

32. CDCynergy Phases and Steps Phase 6: Implement Plan • Integrate, execute and manage communication and evaluation plans • Document feedback and lessons learned • Modify program components based on feedback • Disseminate lessons learned and evaluation findings

33. Weblinks Systematic Approach to Health Promotion • http://www.healthypeople.gov/document/ Healthy People Toolkit • http://www.healthypeople.gov/state/toolkit/default.htm Community Tool Box • http://ctb.ku.edu/ CDCynergy • http://www.cdc.gov/communication/cdcynergy.htm