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| Preface | |
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| Needs Assessment: The Big Picture | |
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| Why Conduct a Needs Assessment? | |
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| Planned Approach to Community Health | |
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| Assessment Protocol for Excellence in Public Health | |
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| Mobilizing for Action through Planning and Partnerships | |
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| Precede-Proceed | |
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| Organizing Your Needs Assessment | |
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| Coalitions and Partnerships | |
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| Budgets | |
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| Timelines | |
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| Summary | |
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| Paint a Picture of Your Target Population: Assessing Assets and Problems | |
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| Quality of Life and Health Status Assessment | |
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| Health Status Assessment | |
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| Selecting Health Priorities | |
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| Determining the Sources of Priority Health Problems | |
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| Selecting Behavioral and Environmental Priorities | |
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| Identifying the Contributors to Priority Behavioral and Environmental Factors | |
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| Administrative and Policy Assessment | |
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| The Big Picture | |
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| When Needs Assessment Resources Are Tight | |
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| Summary | |
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| Identifying and Writing Mission Statements, Goals, and Objectives | |
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| What Is a Mission Statement? | |
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| Program Philosophy as the Foundation of the Mission Statement | |
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| Developing a Mission Statement | |
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| Program Goals | |
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| Professional Philosophies and Goals of Health Education | |
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| Objectives | |
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| Summary | |
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| Program Planning: The Big Picture | |
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| Program Planning Steps | |
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| Social Marketing, Program Planning, and Implementation | |
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| Summary | |
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| Identifying Strategies and Activities | |
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| Interventions, Methods, and Strategies | |
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| General Intervention Considerations | |
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| Methods for Creating Change | |
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| Sources of Strategies and Activities | |
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| Benefits of Using Existing Materials or Curricula | |
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| Strategies for Health Education and Health Promotion | |
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| Summary | |
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| The Importance and Use of Theories in Health Education and Health Promotion | |
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| What Are Theories? | |
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| Why Use Theories and Models? | |
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| How to Choose a Theory | |
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| Intrapersonal Theories | |
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| Interpersonal Theories | |
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| Stage Theory of Organization Change | |
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| Community Organization Theories | |
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| Other Theories | |
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| Summary | |
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| Data Collection Strategies for Needs Assessments and Evaluations | |
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| Deciding on Data Collection Strategies | |
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| Strategies for Secondary Data Collection | |
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| Strategies for Primary Data Collection | |
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| Techniques for Coming to a Group Consensus | |
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| Data Collection: The Big Picture | |
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| Who to Include in Your Primary Data Collection: Sampling | |
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| Summary | |
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| Program Evaluation: Background and Basics | |
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| Types of Evaluation | |
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| Conducting an Evaluation | |
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| Evaluation Principles | |
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| Summary | |
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| Evaluation Structure and Design | |
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| Designing the Evaluation | |
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| Experimental and Quasi-experimental Designs in Evaluation | |
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| Nonexperimental Designs | |
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| Threats to Internal Validity | |
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| Threats to External Validity | |
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| Summary | |
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| Responsibility and Competency Areas Related to Needs Assessment, Program Planning, and Implementation | |
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| Social and Health Assessment Example: Cortland Counts | |
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| Sample Moderator Script for a Focus Group Interview | |
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| Glossary | |
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| Index | |