1. Putting Logic Models to Use Jere Thomas, LCSW, CPSII

2. Training Outcomes  Familiarity with components of a logic model  Understanding of the link between logic models and prevention  Clarity on role of environmental Strategies in comprehensive prevention  Skills to develop a logic model for your own program

3. 3 ‘ Would you tell me, please, which way I ought to go from here? ’ ‘ That depends a good deal on where you want to get to, ’ said the Cat. ‘ I don ’ t much care where ’ said Alice. ‘ Then it doesn ’ t matter which way you go, ’ said the Cat. - Lewis Carroll

4. What is a logic model? Visual tool Shows relationship between problem, strategies and outcomes Depicts a theory of change

5. Theory of Change Underlying a logic model are a series of ‘if-then’ relationships that express the program’s theory of change

6. What’s the Value?  Planning tool  Visual explanation  Communication tool  Assists in evaluation planning  Creates accountability  Funders require it 6

7. 7 SAMHSA’s SPF Step 1 Assessment Step 5 Evaluation Step 4 Implementation Step 3 Planning Step 2 Capacity Building

8. SPF LOGIC MODEL

9. Discussion  Do you currently have any logic models in place?  If so, for what projects?  If not, what logic models do you plan to create?  How do you plan to use your logic models?  What challenges or successes have you had or do you foresee in using logic models in your work?

10. Puzzle Activity  Each table has:  A blank Logic Model  An envelope titled “Definitions and Examples”  As a table:  Match the definitions to each component of the logic model  Match the examples with the appropriate definitions

11. Example - Underage drinking in Hatfield

12. PROBLEM STATEMENT 1)Problem that you want to address Brief description of the behaviors or issues that currently exist and need to change 2) Intervening Variables and Contributing Factors Factors that are related to and influence the identified problem, such as:  Enforcement  Retail/social access  Norms  Perceptions of risk and harm Scientifically established or community specific influences that directly affect the problem

13. Hatfield Logic Model PROBLEM STATEMENTOUTPUTSOUTCOMES ProblemIntervening Variables and Contributing Factors StrategiesActivitiesShort-termIntermediateLong-term Underage Drinking (45% students drinking on a regular basis) Enforcement - Youth don’t think they’ll get caught - Local PDs don’t work together

14. Outputs Strategies- Programs, policies and practices you will deliver to the target population Activities- Detailed action steps to implement strategies What, How and How Much you will deliver

15. Hatfield Logic Model PROBLEM STATEMENTOUTPUTSOUTCOMES ProblemIntervening Variables and Contributing Factors StrategiesActivitiesShort-termIntermediateLong-term Underage Drinking (45% students drinking on a regular basis) Enforcement - Youth don’t think they’ll get caught - Local PDs don’t work together Form an underage drinking task force with local police departments Approach and recruit PDs Convene group Task force review/revise policies and procedures MOUs created with agreements on policies

16. C H A I N OF O U T C O M E S OUTCOMES Measurable results for individuals, families, and communities SHORT-TERM OUTCOMES (Learning) INTERMEDIATE OUTCOMES (Action) LONG-TERM OUTCOMES (Conditions) Changes in: Awareness Knowledge Attitudes Skills Opinion Aspirations Motivation Behavioral intent Behavior Decision-making Policies Social action Conditions Social (well-being) Health Economic Civic Environmental

17. Short-term Outcome Example All local Law Enforcement agencies have signed an MOU and have increased alcohol citations (by 10%).

18. Intermediate Outcomes Example - Increased enforcement - Majority of high school students report it is easy to get caught with alcohol.

19. Long-term Outcome Example 30-day alcohol consumption rates among high school students will decrease by 5% by 2018

20. Poll: Output or Outcome?

21. Hatfield Logic Model PROBLEM STATEMENTOUTPUTSOUTCOMES ProblemIntervening Variables and Contributing Factors StrategiesActivitiesShort-termIntermediateLong-term Underage Drinking (45% students drinking on a regular basis) Enforcement - Youth don’t think they’ll get caught - Local PDs don’t work together Form an underage drinking task force with local police departments Approach and recruit PDs Convene group Task force review/revise policies and procedures MOUs created with agreements on policies Willingness of law enforcement to work together Target: Increase 10% by Year 2. Number of alcohol citations for minors Targe t: Increase by 10% in Years 1 and 2. Youth perceptions of getting caught Target: Increase perceptions by 10% (PAYS 2011). Rate of Past Month Alcohol Use by Youth Target: Reduce past month use by 5% (PAYS 2011).

22. SPF LOGIC MODEL- Definitions

23. CO Legal Marijuana

24. The importance of arrows Show the links between problem, strategies and outcomes Depict the underlying causal connections Make explicit which outcome addresses which part of the problem

25. Institute of Medicine (IOM) Prevention Classifications Universal – Direct and Indirect Activities targeted to the general public or a whole population group that has not been identified on the basis of individual risk. Direct – Interventions directly serve an identifiable group of participant but who have not been identified on the basis of individual risk. (e.g., school curriculum, parenting class). This also could include interventions involving interpersonal and ongoing/repeated contact (e.g., coalitions). Indirect – Interventions support population-based programs and environmental strategies (e.g., establishing ATOD policies). This could also include programs and policies implemented by coalitions. Selective Activities targeted to individuals or a subgroup of the population whose risk of developing a disorder is significantly higher than average. Indicated Ac tivities targeted to individuals identified as having minimal but detectable signs/symptoms foreshadowing disorder or biological markers indicating predisposition but not yet meeting diagnosis level.

27. 6 CSAP STRATEGIES 1- Dissemination of Information 2- Prevention Education 3- Alternative Activities 4- Environmental Approaches 5- Problem Identification and Referral 6- Community Based Processes

28. Environmental Strategies “No “cookie cutter” response to environmental strategies exists. You cannot select a “model” program and hope it will work in your community. You must do your homework— study your community, know the people, the neighborhoods and, yes, the local context. Then your coalition can craft environmental strategies tailored to your community characteristics.” CADCA

29.  Promoting the establishment or review of alcohol, tobacco, and drug use policies in schools  Enforcement related to retail and social access of ATOD  Modifying alcohol and tobacco advertising practices  Product pricing strategies  Social marketing and social norming campaigns Environmental Strategies

30. Case Study  At your tables  Read through case study or use your own project work  Create a logic model for the stated goal  Resources/Handouts:  Logic Model Definitions  Logic Model Questions  IOM and CSAP Strategies handout

32. Case Study – share out Is it logical?Is it doable?Will it impact the problem?

33. www.omni.orgp. 800.279.2070 Next Steps  Your community/project – Where are you in the SPF?  More needs assessment?  Create/review/revise logic models?  Plan for evaluation?  Resources  Template, handouts  OMNI Institute, Logic Model Toolkithttps://protect.omni.org/sites/rpsco/Documents/Logic%20Model%20Tool kit.pdfhttps://protect.omni.org/sites/rpsco/Documents/Logic%20Model%20Tool kit.pdf  CADCA www.cadca.orgwww.cadca.org  OMNI RPS Website www.rpscolorado.orgwww.rpscolorado.org

34. Thank you for your participation! Jere Thomas jere@sageresources.net 719-207-0678