Program Intervention: 1. Choose a specific public health problem that is behavioral focused(HIV, obesity, smoking). Select one risk factor to change (safe sex for HIV). 2. Briefly describe the problem...

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Program Intervention:


1. Choose a specific public health problem that is behavioral focused(HIV, obesity, smoking). Select one risk factor to change (safe sex for HIV).


2. Briefly describe the problem you are addressing


3. Target your intervention to one segment of the population (adolescent girls for obesity).


4. Design a health promotion/prevention intervention to change behavior using a program planning framework (PRECEDE-PROCEED, IM, MAPP). Provide a detailed explanation of what you will do to intervene, Including practical terms.


5. Choose a setting you are familiar with (e.g., clinic, community center, hospital, etc.) for the intervention.


6. Explain the specific changes you anticipate the intervention will bring about and why you think the changes will occur.



(2-3 pages) (100%)




Program Intervention: 1. Choose a specific public health problem that is behavioral focused (HIV, obesity, smoking). Select one risk factor to change (safe sex for HIV). 2. Briefly describe the problem you are addressing 3. Target your intervention to one segment of the population (adolescent girls for obesity). 4. Design a health promotion/prevention intervention to change behavior using a program planning framework (PRECEDE-PROCEED, IM, MAPP). Provide a detailed explanation of what you will do to intervene Including practical terms. 5. Choose a setting you are familiar with (e.g. clinic, community center, hospital etc.) for the intervention. 6. Explain the specific changes you anticipate the intervention will bring about and why you think the changes will occur. (2-3 pages) (100%) Chapter 13 PH605 Behavioral and Social Aspects of Public Health Chapter 13: Planning Health Promotion and Disease Prevention Programs Su-yan L. Barrow, MA, MPH, PhD 07142020 Objectives At the end of the lecture the students will be able to: Explain the three different types of prevention approaches Describe the various settings in which prevention programs can be implemented Identify the elements common to many of the program planning frameworks Describe frequently used program planning frameworks and community health planning models Identify the four types of evaluation Public Health Planning One of the most common applications of social and behavioral science principles to public health (PH) occurs in the context of the planning, implementing, and evaluating health promotion and disease prevention programs. Program planning tools and framework are available to assist PH professionals in the planning, implementation and evaluation process which include: PRECEDE-PROCEED Intervention Mapping Community Based Prevention Marketing Community planning models: Mobilizing for Action Through Planning and Partnerships (MAPP) Planned Approach to Community Health (PATCH) Assessment Protocol for Excellence in Public Health (APEXPH) Public Health Promotion Settings Setting where public health prevention promotion programs can be implemented include: Schools Workplace Health care institutions Community and Clinical general practice Types of Prevention Approaches Primary prevention Preempt the onset of disease, illness, injury, or other health problem Secondary prevention Early diagnosis and prompt treatment Example - Breast cancer and prostate screenings Tertiary prevention Rehabilitate those affected and control the devastating complications Levels of Influence When developing and planning PH interventions it is important to consider and plan for addressing the five hierarchical levels of influence. The most effective heath promotion and disease prevention programs are those that focus efforts across multiple levls of influence. Intrapersonal Level Interventions strive to shape individual’s behavior, focusing on knowledge, attitudes, beliefs, skills and personality traits. Interpersonal Level Interventions are developed for individuals who are in a position to influence the behaviors of a specific population or group of people. Child’s primary caregiver food influences Organizational/institutional Level Include riles, regulations, policies and informal structures that comprise or promote health Community Level Interventions focus on social networks and norms, or standards that exist formally or informally among individuals, groups and organizations. Society or system level (highest level of influence – macro level) Aimed at shaping local, state, and federal policies, and laws Interventions support healthy actions and practice Discourage unhealthy behaviors through formal regulations Program Planning and Intervention Development Program development requires: Structured, organized, systematic process with a collaborative team Frameworks for intervention planning Shared principles among the planning frameworks are as follows: Process should be well thought out and carefully planned Planner should carve out time ‘up front” to identify key stakeholder sin the primary population and the collaborative organization Plan with people involve key stakeholders and representatives Planning with data] Local needs assessment data including actual and perceived needs of the priority population must drive the planning process Primary - collected directly by program developers Quantitative (numerical data and stats) Qualitative (interviews, observations) Secondary – existing information such as census data, service utilization data Plan and develop of objectives to assess short-term and long-term program outcomes. How much of what happens (to whom) by when. Fig. 13.1 p. 252. Plan for evaluation is a tool that can assist in every step of the process from planning to implementation and beyond. Did we do what we said we were going to do and in the manner that was planned SMART Objectives Specific identify populations Measurable baseline value and quantity of change Achievable realistic Relevant Focused on an identified problem Timebound Specified time frame Figure 13.1 p. 252 Approaches to Program Planning Program Development PRECEDE-PROCEED The most commonly used PH prevention program planning framework is PRECEDE-PROCEED which consists of two basic components, each comprising multiple phases. PRECEDE Predisposing Reinforcing Enabling Constructs in Ecosystem Diagnosis and Evaluation PROCEED Policy, Regulating (resourcing) and Organizing Constructs for Educational and Environmental Development Approaches to Program Planning There are two important assumption with the PRECEDE-PROCEED Framework - Planning process to address health behavior and behavior change should be driven by more than simply knowledge, beliefs, and attitudes Health behavior and health behavior change usually must be sustained over long periods of time to achieve health benefits *Behavior must be reinforced (e.g., rewarded) as well as enabled to be sustained. PRECEDE-PROCEED Framework Five Phases of PRECEDE Phase 1: Social Assessment and Situational Analysis Phase 2: Epidemiological Assessment Phase 3: Behavioral and Environmental Assessment- factors associated with the health issue identified in Phase 2 Phase 4: Educational and Ecological Assessment Phase 5: Administrative and Policy Assessment Also identify the settings in which health promotion and disease prevention activities will take place The products of Phase 5 are an intervention design, intervention objectives, and the accompanying program budget and timelines PRECEDE-PROCEED Framework Predisposing Factors Include a person’s or population’s knowledge, attitude, beliefs, values, and perceptions that facilitate or hinder motivation for change Reinforcing Factors Rewards received and feedback an individual gets from others following adoption of a behavior. Such feedback can promote or dissuade continuation of the behavior Enabling Factors Skills, resources, or barriers that can help or hinder the desired behavioral changes as well as environmental changes PRECEDE-PROCEED Framework PROCEED Phase 6: Assessment of Organizational Readiness The capacity to carry out the program activities and subsequently implementation of the program. Phase 7: Process Evaluation Phase 8: Impact Evaluation Phase 9: Outcomes Evaluation Intervention Mapping (IM) Intervention Mapping (IM) was developed as a planning framework, building on the PRECEDE-PROCEED Framework Six Cumulative Steps: Planning and execution of a community needs assessment Similar to Phases 1-3 of the PRECEDE-PROCEED Framework Creation of proximal program objectives Selection of theory-based intervention methods and practical strategies Designing and organizing a program Specification of adoption and implementation plans Evaluation Plans Table 13.2 p. 260 -261 Using IM Steps to Adapt a Program to a New Population Community-Based Prevention Marketing (CBPM) The Community-Based Prevention Marketing (CBPM) Framework employs the principle of community mobilization as its initial steps - planning with people as a major focus. CBPM places the individuals (or consumer) at the center of the exchange proves involving four concepts Product – the behavior being promoted and the benefits it offers adopters Price – social, emotional and monetary costs exchanged for the product’s benefits Place – where the target behavior is practiced Promotion – activities used to communicate about and promote the product Community Health Planning Mobilizing for Action Through Planning (MAPP) Mobilizing for Action Through Planning (MAPP) developed as a tool to assist “communities improve health and quality of life through community-wide and community-driven strategic planning” In this model contains six essential phases: Assessment Community Themes and Strengths Assessment Local Public Health – System Assessment Community Health – Status Assessment Forces of Change Assessment Finally they plan, implement, and evaluate the selected strategies and activities. Community Health Planning PATCH is another community health planning model allowing for community variations in the process of assessing needs, setting priorities, formulating solutions and owning programs. APEXPH leverages community groups to prioritize health problems and focuses attention on the organizational and services delivery capacity of the local public health department. Program Evaluation Evaluation The process of determining the merit, worth and value of things and evaluations are the products of that process (p. 265) Evaluation can be used in planning, implementing, and sustaining effective and efficient public health interventions. Types of Evaluation Evaluation of a Need /Needs Assessment Evaluation of a Process Examines whether the health and human services offered is sufficiently intensive to meet the unmet needs identified and whether the services is being offered as it was planned/intended. As soon as the program goes into operation - not results focused Evaluation of Outcomes To learn how well the program succeeded in achieving its ultimate goal Unintended and intended effects Evaluation of Efficiency/Cost effectiveness Analysis How similar outcomes can be achieved by different levels of resources Questions? Online Class Assignment #3 Program Intervention: Choose a specific public health problem that is behavioral focused (HIV, obesity, smoking). Select one risk factor to change (safe sex for HIV). Briefly describe the problem you are addressing Target your intervention to one segment of the population (adolescent girls for obesity). Design a health promotion/prevention intervention to change behavior using a program planning framework (PRECEDE-PROCEED, IM, MAPP). Provide a detailed explanation of what you will do to intervene Including practical terms. Choose a setting you are familiar with (e.g. clinic, community center, hospital etc.) for the intervention. Explain the specific changes you anticipate the intervention will bring about and why you think the changes will occur. (2-3 pages) (100%) DUE Friday July 17th 11:59pm Chapter 9 PH605 Behavioral and Social Aspects of Public Health Chapter 9 Health Disparities, Diversity, and Cultural Competence 07072020 Learning Objectives At the end of this lecture the students will be able to: Describe health disparities Explain race and ethnicity Explain cultural competence Describe models of cultural competence Social Epidemiology Health and Disease Social epidemiology can also be applied to investigate the inequal distribution of disease across social groups defined by commonly used categories such as: Gender Age Socioeconomic status Race Ethnicity Concept of Race Traditionally the use of the race concept is rooted in the notion of biological differences between different racial groups Discredited Individuals from different populations can be genetically more similar than individuals from the same population Why is race still studied? Social construct that incorporates multiple meanings in different contexts with minimal biological significance. 4 Race/Ethnicity Ethnicity Broader construct than race or nationality Social groups with a shared history, sense of identity and cultural roots that is not dependent on racial identity Definitions for Race and Ethnicity Categories developed in 1997 by the Office of Management and Budget (OMB) that are used to describe groups to which individuals belong, identify with, or belong in the
Answered Same DayJul 16, 2021

Answer To: Program Intervention: 1. Choose a specific public health problem that is behavioral focused(HIV,...

Aprajita answered on Jul 17 2021
135 Votes
OBJECTIVE- to study the effects of obesity in general population
BACKGROUND- obesity is an epidemic disease. It is excessive or abnormal accumulation of fat in the body, which results into a risk to the general health. In more clinical terms when the Bo
dy Mass Index (BMI) is equal to more than 95 percentile for the age and gender it is termed as obesity. Being obese has been an issue for a large number of population including adolescent girls. According to the NHANES data of the year 2013-14, about 20.6% adolescents were considered to have obesity, which means 1 out of every 5 adolescents were obese , and 9.1% were considered to have extreme obesity, which means 1 out of every 11 adolescent were extreme obese. Excessive weight gain during adolescence often persists during adult life, because adolescence is that time of life in which lifelong habits can be established. These habits can influence lifelong health of an individual. In comparison to the male counterpart, an average female matures almost two years faster, and they tend to have more fat deposition in their body as compared to males. So during this transition from a child to female or male, habits which are beneficial to them should be incorporated, like eating healthy food, taking exercise, being more active, etc. but this is also true that during this transition, a child wants to have more control over his life, like choosing what to eat, what to wear, how to interact and what to do. And they end up having habits that are not beneficial for a healthy life style. They tend to gain more weight, which in turn produces more complex issues like, hypertension, cardiac issues, mood disorders, liver diseases, reduced insulin sensitivity, chronic issues, pregnancy complications, hormonal imbalance and other issues. Hence it is important that this developmental transition should be maintained by a combined approach of the young individuals, their parents and healthcare practitioners.
RISK FACTORS ASSOCIATED WITH OBESITY- Obesity can be associated with a single factor or it can be a result of a combination of them. Genetic predisposition, unhealthy diet, lifestyle and habits, physical inactivity, psychological factors, economic factors, sleep deprivation are some of the factors associated with obesity. Each of them play a crucial role and some of them can be actually controlled by simply adapting good and healthy habits.
SUBJECT DETAILS- Issues of adolescent girls (age 11- to 18) taking treatment from a local hospital was taken into consideration....
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