1. Planning, Implementing, and Evaluating Your Health Promotion Programs A 6-Week Public Health Course Week 4: Best Practices/SMART Goals and Objectives/Logic Model

2. Today: Discuss the educational and ecological assessment & administration and policy review Best practices—how to find them/concept of metaevaluation Setting program goals and SMART objectives Logic model

3. Predisposing Factors Alcohol and drug use Not taking risk seriously/can’t happen to them STIs are no big deal Belief that condoms are not cool Females lack of assertiveness Thrill of being caught Lack of education Depression Multiple partners considered cool Risk is worth it Peer pressure Keep a partner who refuses to use condoms (don’t want to make him mad) History of casual sex partners Condoms take away pleasure/spontaneity Males feel they must be assertive/aggressive Can’t define STIs/HIV as a STI Girls want to get pregnant Cultural beliefs/norms The condoms the center provides are “junk” and break easily Feel judged when asking for a condom Feel condoms not necessary when on BC Out of touch with reality

4. Enabling Factors TEAP involvement Relationship classes Condom availability Rules/regulations Norms on center Rumor of “wild animals” in the woods Signs to signify off-limit areas Self esteem, self appreciation groups Graphic bulletin board of STIs Alcohol prevalent on center Standards of care Access to care/community agencies Wellness center open hours JC “no sex” policy Wellness provides class in CPP 1:1 counseling available

5. Reinforcing Factors Wellness staff always open and approachable Peers/staff and student mentors Rapport between staff and students Residential advisors present topic at dorm meetings Local community organizations Social living staff Student leaders openly express support for condoms Posters/print campaign Message is repeated often through many channels

6. Discussion of Articles Condom Use with “Casual” and “Main” Partners: What’s in a Name? Effective Targeted and Community HIV/STD Prevention Programs (social norms/opinion leaders) Effective Approaches to Reducing Adolescent Unprotected Sex, Pregnancy, and Childbearing

7. Best Practices/Metaevaluation Find what worked other places…ok to steal (just give credit) Use to answer, “How will we do this?” (e.g., what is the best way to teach condom negotiation skills?) RECAPP, PubMed, Google Scholar Focus groups

8. What makes a successful program?

10. Program Goal Will your program make an impact on the health status ? ▫Will STI prevalence go down? (probably not that you will be able to tell) ▫Make something up. What do you really want to happen? Reduce the life-long incidence of STIs in JC students at your center?

11. SMART Objectives S pecific M easurable A ttainable R ealistic T ime-sensitive

12. Turn This Into a SMART Objective Decrease # of students who report having unprotected sex in the past month Make condoms available Decrease access to secluded areas on center Increase condom negotiation skills

13. Make sure your objectives… Relate to student behaviors or environmental changes Make sure activities reflect each of your objectives

14. The Logic Model Planning and evaluation tool Shows linkages between investments and activities, outputs and expected outcomes Communicates externally the rationale, activities, and expected results Tests whether the policy, program or initiative “makes sense” Provides fundamental framework on which the evaluation strategies are based Source: United States Department of Agriculture. (2009). Logic Models. Available at: http://www.csrees.usda.gov/about/strat_plan_logic_models.html

17. Homework Add to homework #3 (no need to resubmit) Program goals and objectives Edit the Logic Model Find one best practice, article, or activity idea from an evidence-based program that will help you plan your activities (e.g., how do you teach condom negotiation skills?) (RECAPP is a good place to start) Email the article or link to the entire group with a 2- 3 sentence summary and read pertinent information that others have shared