Logic modeling
“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.
Alice’s Adventures in Wonderland by Lewis Carroll
Models
 “…
draw upon a number of theories to help
understand a specific problem in a particular
setting or context.”

(Glanz, Rimer, & Lewis, pp. 27)
Planning Models

Like a road map

Present all possible routes you might take to
develop, implement, and evaluate a program.
Planning Models

PRECEDE/PROCEED

MATCH

CDCynergy
PRECEDE/PROCEED Model
MATCH (Multilevel Approach To Community
Health)

Developed in late 1980s

Used by U.S. Government

Applied when behavioral & environmental risk & protective
factors for disease / injury are known & general priorities
determined

Includes ecological planning – levels of influence
MATCH
Figure 4.16: MATCH:
Multilevel Approach
To Community Health
(Pearson Ed, 2012)
CDCynergy
•
Developed by the Office of Communication
at the CDC in 1997
•
First issued in 1998
•
Developed initially for public health
professionals at CDC with responsibilities for
health communication
•
Developed for health communication but can
be used with all health promotion planning
•
Available on CD-ROM; many versions
(Pearson Ed, 2012)
CDCynergy
P 3: Plan Intervention (Is
communication dominant
or supportive?)
P 2: Analyze
Problem (causes,
goals, intervention
strategies
P 1: Describe
Problem
(identify &
define)
(Pearson Ed, 2012)
P 4: Develop
Intervention
P 5: Plan
Evaluation
P 6:
Implement
Plan
Generalized Model for Program
Planning (GMPP)
Figure 4.18: Generalized Model for Program
Planning
(Pearson Ed, 2012)
Logic Models

Provide a picture of how your program works

Gives logical chain of connections showing
what your program will accomplish

A series of “if-then” relationships
Logic Model Components
 Situation
 Influential
factors
 Assumptions
 Resources/Inputs
 Outputs: Activities + Participation
 Outcomes/Impact
http://www.humanserviceresearch.com/youthlifeskillsevaluation/logic_model.gif
Situation

What is the present problem?
Influential Factors

What factors may impact the program?
Within the person
 Environment

Assumptions
 Client
 Client
is honest in providing information
will make a good faith effort to
change practices or habits
Resources / Inputs

What is invested to the program:

Staff expertise, time, money/funding, materials,
equipment, partners
Outputs
(activities + participation)

Activities: what is done (events or actions)
 Workshops, meetings, counseling, training,
assessments, curriculum development
Outputs
(activities + participation)
 Participation
 Who
the program reaches:
 Participants,
customers, citizens
Outcomes / Impact
 Program
objectives
 Short-term
(learning)
 Medium-term (actions)
 Long-term (conditions)
Short-term outcomes
 Learning
(KAB)
 Awareness
 Knowledge
 Attitudes
 Skills
 Opinions
 Motivations
Medium-term outcomes
 Actions
 Behavior
 Practice
 Decisions
 Policies
 Social
actions
Long-term outcome
 Conditions
 Social
 Economic
 Civic
 Environmental
Health Belief Model
Polk county
residents, all SESs,
educational levels,
and ages
“It’s Oregon,
the sun is rarely
out”
Already tan,
rarely sunburn,
sunscreen
smells weird,
feels oily
Perceived
Threat:
Skin
cancer
Cues to action:
Sunscreen too expensive,
forget to buy it,
inconvenient to use it
Likelihood to taking
action – without
intervention: low
Self-efficacy
Logic Model
Situation:
High
incident of
new skin
cancers in
Polk
county, OR
Inputs
Outputs
Activities Participation
What
we
invest:
What we
do:
Who we
reach:
•Hand out
sunscreen
samples
•Posters about
skin cancer risk
•Health fair
•Brochures
about
sunscreen/skin
cancer
•Talk in school
health classes
about
sunscreen/skin
cancer
•School kids /
parents
•Attendees of
health fair
•General
population
Time
Money
Staff
Volunteers
Office
Computers /
other
technology
Community
partnerships
Assumptions: Clients will give good
faith effort to change, be honest
Outcomes – Impact
Short Med
Long
•Increase
knowledge
about skin
cancer /
sunscreen
•Awareness
of risk of
skin cancer
•Skill about
applying
sunscreen
•People
will start
using
sunscreen
•Population
will avoid
sun during
peak time
•Rates of
skin cancer
will
decrease in
the
community
•Mortality
rates from
skin cancer
will
decrease
External (influencing) factors:
time, weather, $$, tanning culture
Logic Model
Situation:
High rates
of Type 2
Diabetes
among
children in
community;
goal to
decrease
rates of DM
in K-12
Inputs
Outputs
Activities Participation
What
we
invest:
What we
do:
Who we
reach:
•Nutrition
workshops
(label reading,
how to shop
on a budget,
cooking
•Children in the
community (K12), parents,
family
members,
teachers,
support staff
•Community
members
Time
Money
Staff
Volunteers
Office
Computers
/ other
technology
Community
partnerships
demonstrations)
•Develop
handouts,
curriculum,
resources
•Train,
counsel,
facilitate
Outcomes – Impact
Short Med
Long
•Label
reading
knowledge
•Awareness
of healthier
choices
•Cooking
skills
•Knowledge
of different
exercises
•Awareness
of health
benefits of
exercise
•Students
K-12 will
actively
engage in
exercise
•Healthier
foods will
be
prepared
at home
•Healthier
foods will
be
available
in schools
•Type 2
DM will
decrease
in
community
•Increase
local
farmer’s
markets,
food
sustainabi
lity
Assumptions: Clients will be honest, and
External (influencing) factors:
make a good faith effort to change
culture, weather, time, money
Logic Model
Situation:
Inputs
Outputs
Activities Participation
What
we
invest:
What we
do:
Assumptions:
Outcomes – Impact
Short Med
Long
Who we
reach:
External (influencing) factors: