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| Preface | |
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| Assessment for Developing Programs and Interventions: The Big Picture | |
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| Why Conduct a Needs Assessment? | |
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| To Develop a Sense of Connection and Ownership of the Program among the Target Population | |
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| To Provide Information Needed to Seek Resources or Funding | |
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| To Identify Barriers and Limitations of a Program You Want to Implement | |
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| To Collect Baseline Data for Evaluation | |
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| To Identify Programming Goals and Objectives | |
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| To Achieve the Goals of Our Profession | |
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| Assessment Protocol for Excellence in Public Health | |
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| Mobilizing for Action through Planning and Partnership | |
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| Protocol for Assessing Community Excellence in Environmental Health | |
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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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| Coalition Example | |
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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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| Getting Started | |
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| Quality of Life and Health Status Assessment | |
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| Epidemiological 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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| Resource Assessment | |
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| Implementation Assessment | |
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| Policy Assessment | |
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| The Big Picture | |
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| When Needs Assessment Resources Are Tight | |
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| Some General Reminders | |
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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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| Resources | |
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| People Characteristics | |
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| Strategies for Secondary Data Collection | |
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| Vital Statistics | |
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| Notifiable Diseases | |
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| Strategies for Primary Data Collection | |
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| Observations | |
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| Windshield Tours | |
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| Photo Voice or Photo Novella | |
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| Interviews | |
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| Individual Interviews | |
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| Group Interviews | |
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| Special Considerations for Interview Techniques | |
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| Written Surveys and Questionnaires | |
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| Special Considerations When Using Surveys and Questionnaires | |
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| Techniques for Coming to a Group Consensus | |
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| Document Review | |
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| Geographic Information Systems (GIS) | |
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| Data Collection: The Big Picture | |
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| Whom to Include in Your Primary Data Collection: Sampling | |
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| Probability Sampling | |
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| Nonprobability Sampling | |
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| Human Subjects Protection and Institutional Review Boards | |
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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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| Review the Needs Assessment | |
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| Convene an Advisory Panel or Planning Committee | |
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| Assess and Establish a Budget for Program Planning | |
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| Write and Review a Mission Statement | |
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| Write and Review Program Goals and Program Objectives | |
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| Select a Theory or Theories on Which to Base Your Program | |
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| Review Other Programs to Generate Program Strategy Alternatives | |
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| Assess and Establish the Budget for Program Implementation | |
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| Estimate Time | |
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| Select Strategies and Activities | |
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| Plan Evaluation | |
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| Determine and Establish Cooperative Agreements and Linkages with Other Appropriate Community Agencies | |
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| Write Component-Specific Behavior and Learning Objectives | |
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| Pilot-Test the Intervention | |
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| Implement the Program | |
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| Logic Models | |
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| Summary | |
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| Social Marketing, Program Planning, and Implementation | |
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| Consumer Orientation | |
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| Audience (Market) Segmentation | |
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| Exchange | |
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| Marketing Mix | |
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| Product | |
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| Price | |
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| Place | |
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| Promotion | |
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| Positioning Strategy | |
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| Continuous Monitoring | |
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| VERB�: Another Example | |
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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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| Stages of Change | |
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| Health Belief Model | |
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| Interpersonal Theories | |
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| Social Cognitive Theory | |
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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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| Diffusion of Innovations (DOI) | |
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| Summary | |
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| Further Reading | |
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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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| Healthy People Goals | |
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| Professional Philosophies and Goals of Health Education | |
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| Objectives | |
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| Types of Objectives | |
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| Levels of Objectives | |
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| Developing an Objective | |
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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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| Tailoring the Intervention | |
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| Cultural Appropriateness | |
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| Multiple Intelligences | |
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| Methods for Creating Change | |
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| Methods to Increase Knowledge | |
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| Methods to Change Attitudes | |
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| Methods to Change Social Influence | |
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| Some Common Methods for Building Skills and Self-Efficacy | |
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| Sources of Strategies and Activities | |
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| Benefits of Using Existing Materials or Curricula | |
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| Tailoring Lesson Instruction | |
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| Strategies for Health Education and Health Promotion | |
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| Summary | |
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| Program Implementation | |
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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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| Formative Evaluation | |
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| Summative Evaluation | |
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| Process Evaluation | |
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| Impact Evaluation | |
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| Outcome Evaluation | |
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| Conducting an Evaluation | |
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| Engage Stakeholders | |
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| Describe the Program | |
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| Conceptualize the Evaluation | |
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| Design the Evaluation | |
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| Choose and Test the Instruments and Procedures | |
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| Collect Evaluation Data | |
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| Analyze and Report Data | |
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| Make Changes to Your Program Based on the Data | |
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| Evaluate Again | |
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| Evaluation Principles | |
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| Summary | |
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| Social and Health Assessment Example: Cortland Counts | |
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| Focus Group Materials Examples | |
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| Examples of Informed Consent Materials | |
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| Evaluation Structure and Design | |
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| Glossary | |
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| Index | |