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Putting Logic Models to Use
Jere Thomas, LCSW, CPSII
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
‘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
What is a logic model?
Visual tool
Shows relationship between problem, strategies and outcomes
Depicts a theory of change
Theory of Change
Underlying a logic model are a series of
‘if-then’ relationships that express the program’s theory of change
What’s the Value?
Planning tool
Visual explanation
Communication tool
Assists in evaluation planning
Creates accountability
Funders require it
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7
SAMHSA’s SPFStep 1
Assessment
Step 5 Evaluation
Step 4 Implementation
Step 3Planning
Step 2 CapacityBuilding
SPF LOGIC MODEL
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?
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
Example - Underage drinking in Hatfield
PROBLEM STATEMENT1) 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 FactorsFactors 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
Hatfield Logic ModelPROBLEM STATEMENT OUTPUTS OUTCOMES
Problem Intervening Variables and Contributing Factors
Strategies Activities Short-term Intermediate Long-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
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
Hatfield Logic ModelPROBLEM STATEMENT OUTPUTS OUTCOMES
Problem Intervening Variables and Contributing Factors
Strategies Activities Short-term Intermediate Long-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
C H A I N OF O U T C O M E S
OUTCOMESMeasurable results for individuals, families, and communities
SHORT-TERM OUTCOMES(Learning)
INTERMEDIATE OUTCOMES(Action)
LONG-TERM OUTCOMES(Conditions)
Changes in: Changes in: 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
Short-term Outcome Example
All local Law Enforcement agencies have signed an MOU and have increased alcohol citations (by 10%).
Intermediate Outcomes Example
- Increased enforcement
- Majority of high school students report it is easy to get caught with alcohol.
Long-term Outcome Example
30-day alcohol consumption rates among high school students will decrease by 5% by 2018
Poll: Output or Outcome?
Hatfield Logic ModelPROBLEM STATEMENT OUTPUTS OUTCOMES
Problem Intervening Variables and Contributing Factors
Strategies Activities Short-term Intermediate Long-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 minorsTarget: 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).
SPF LOGIC MODEL- Definitions
CO Legal Marijuana
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
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 Activities targeted to individuals identified as having minimal but detectable signs/symptoms foreshadowing disorder or biological markers indicating predisposition but not yet meeting diagnosis level.
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
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
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
Case Study
At your tablesRead through case studyor use your own project workCreate a logic model for the stated
goalResources/Handouts:
Logic Model Definitions Logic Model QuestionsIOM and CSAP Strategies handout
Case Study – share out
Is it logical?
Is it doable?
Will it impact the problem?
www.omni.org p. 800.279.2070
Next StepsYour community/project – Where are you in the SPF?
More needs assessment?Create/review/revise logic models?Plan for evaluation?
ResourcesTemplate, handouts OMNI Institute, Logic Model Toolkithttps
://protect.omni.org/sites/rpsco/Documents/Logic%20Model%20Toolkit.pdf CADCA www.cadca.org OMNI RPS Website www.rpscolorado.org
