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Bendale Community Planning, Implementing & Evaluating 2

As this paper has been divided into two parts, the first half included the assessment;

analysis and diagnosis phases examining the community of Bendale in Scarborough, which was

found to be one with plentiful resources. Upon finding that the community's main concern was

lack of integration among its members, this problem diagnosis became the area of focus for the

second and final half of the paper. Thus, in continuation, this paper begins by introducing the

( \ 4 f )Multiple Intervention Program framework in the planning phase to guide the health promotion

program and implementation as well as the final evaluation. The program planning model chosen

to guide the process of implementation will be explained including the evaluation methods.

Finally, several approaches and methods will be discussed with ideas from the group members

and using scholarly literature.

The program planning model used for the health promotion program is the Multiple

, Intervention Program framework found in Stamler & Yiu (2008). This model was chosen

because it focuses on and examines the socio-ecological aspect ofthe community, the same

focus of the community diagnosis. The socio-ecological viewpoint takes into consideration the

~social condition that affects the community, which is another benefit of using this model for the

/development of our program.

The Multiple Intervention Program (MIP) includes five main components which are to:

identify the community health issue; describe the socio-(ological determinants; intervention

options; optimization intervention strategies; and finally monitoring and evaluating the impacts,

'- \ ~C-t~ I~ ,\ h '?

spin-offs and sustainability (Edwards, Etoma, & Kennedy, 2008, p.218). The first element of

implementing the MIP program is by identifying the community health issue which was

le m part of this assignment in the problem diagnosis: limited community

:III:I~'!IlOln between people of different le els of SES and religion as evidenced by the



. .


V "eommunity profile data and interviews with a range of community members. This issue is

elusive of everyone in the community where different religious and cultural groups were

disintegrated with each other.

The second element of socio-ecological determinants allows for a closer inspection of thet o

community as it looks at possible barriers ir l implementing this program. Some of the

determinants of health include: lack of resources, lack of education for knowing the issues

affecting the community, socio-economic status, unsanitary environment, language and cultural

barriers and lack of social support from the members of the community and from the government

;' ~'~ ~\I)~ kaub (d>{U!~0) f 6 e n r n \ E > . • l l J l IS(Edwards, Etoma, & Kennedy, 2008). ~.1 ~

i()aCOj\Qk.~ ~e~' .

After noting the socio-ecological determinants, an intervention is conceptualized by the; 1 ~ ~

dJ~ ? w\"c) 6:fl;~\\.J) \'1\eor\·

tearn"and its strategies optimized. Due to the lack of integration within the community as- - - - - - ,.

gathered from the problem diagnosis, a possible intervention to promote unity and collaboration

. ould be to initiate a community effort in cleaning up the environment of Bendale as litter was a

source of concern expressed by thfresidents.

The intervention option designed for this targeted population include the consideration

of: reach, dose, and intensil/(Edwards, Etorna, &Kennedy,200e). 'Reach' refers 10 the

target population which are students who attend the elementary, secondary and high schools in

/Bendale. The 'dose' describes how much of the intervention will be needed to have a desired

Veffect which in our case will include the use of different mediums to campaign around the school

to raise awareness of the program. We would designate one month during the school year to

ad ertise and implement this event lea~g up to the date. This will also include a presentation

- the c71Unity health n U j e s to the students in a general assembly in the auditorium for the

.hole school. Lastly, 'intensity' refers to how tailored the intervention is to our population



Bendale Community Planning, Implementing &Evaluating 4

Jsubgroup which in this case will be families of the students and their neighbours. To make sure

that the subgroup is involved, flyers and notices will be sent home with the students during this

awareness month and different actions will be suggested to the parents so that it can be integrated

at home with the children.J"

As a large percentage of the population of Bendale is children and young adults who. d L L tC"'~ at. . fh~-:- t \ UXl)~ l £ , ~J.. ~ RSI$C 1 r

attend schools that are conveniently clustered together, we decided that the optimization le Q ( ;e r (me) Q{&w~())\((\\J-~O$~\.

Inintervention strategy would be including the use of media and social marketing theory only in l k s i . . ~

{\~~ $\c~~c-\-~o.\~- ~~ S;~~ h\~ ~ \ a . ~ t ; e ~of0j\ jO $f (QSS~()I\~

those specific schd6ls (Edwards, Etoma, &Kennedy, 2008; Stamler &Yiu, 2008). This will b~o(Y,(Y'.0f\IJ

for the purpose to raise awareness of the event by setting up websites and online campaigns.

Since our main focus will be on the 5 specific schools within the community on a smaller scale,

other possible resources for intervention would be to have a feature in the community newspaper

and advertiior this event internally in the school newsletters.

The last segment of the MIP program consists of monitoring and evaluating the impacts,

spin-offs and sustainability (Edwards, Etoma, &Kennedy, 2008, p.222). The immediate impact

Vof the program is to clean up the environment and create awareness of the issue within the

community of Bendale. The long term results include creating an environment with more

~garbage bins for appropriate garbage disposal, health teaching to the target population, and

proper disposal and removal of garbage. Finally, the sustainability is to continuously keep

V .Bendale clean and with minimal littering by incorporating this awareness month once a year. The

(

ways to maintain the acceptable clean environment might evolve over time as the program might

\\$\ Lt~r \~.R \s too ln~c\A-~O\\~ C fl6~ o n c : l Qaf\~ Ut'

create change in schools. $\\e.Cf'(A~~(\ \;..)6$t~ ~ ~ S(& ~~\t (odCC£\\eD ffioD~ l ' t c ) U~~K

Th 1. hi h .. 1 h 1h . ..\{.) \I ~(cr\)~

e target popu ation to w IC we are trymg to Imp ement a ea t promotion program IS \. "~.d(SS\X,

within the ages of approximately 6-18 years old, from grades 1-12. The population subgroup will I



,


between the ages of 25 and over, mostly targeting parents of the children. Our objective is to

recruit children from the schools as well as the parents of those children involved in the

environmental cleanup'project. The target population was selected due to the type and location

of the schools being of elementary and secondary level which share land, playgrounds and a fieldJ

that is interconnected. This feature that is shared among the different schools provides a unique

setting for the program t1ke place as it allows for the children and their families to come

together and clean the same space. Another reason for selecting schools as a focal point for

intervention is that it provides a learning opportunity in which children can be taught from a../

young age to respect their environment. Through this, an understanding of the importance of

community can be nurtured, as well as providing the opportunity to encourage older students to

act as role models and develop leadership qualities. By making a joint effort and collaboration in

participating in this project, it also establishes ownership by empowering residents of the../

community with a successful program. This will encourage future participation of residents to

take an active role in improving their environment as well as taking responsibility for their own

1 vjo.AO Q C K L Q L t t \ 1 P \o~c \,health in doing so. ~ ..

A community participatory tool is an essential component for community planning. The

Jpurpose of a community participatory tool is to support communication among the community

(Yiu, 2008). In particular, Yiu (2008) suggests that the present-future drawing tool allows the

clients in the community to draw and reflect on the present so that they can make changes for the

future. As a group, we chose this particular tool because the present-future tool applies most

suitabl to our project in the sense that it is very easy to visualize and see the before and after

JC'eC1S of th romotion program. Thus, this can be used for the residents of the

_-are able to contrast and compare its obvious benefits for the




c:I!::!:::!:::::ti'~.'as well as how it can also affect their personal situations within the community.

the target audiences in this project are students ranging from grade 1 to 12 the art, posters

other multimedia would be able to help even :/:ounger grades understand as it is very

effective in conveying the message regardless of age, language or culture. Due to the needs of

the Bendale community and the nature of the proposed program having a definite cause and

effect, this makes it very appropriate to use this visual strategy as it can cross most language and

Vcultural barriers, addressed by the diagnosis of this neighbourhood.

The goal of our health promotion program is to resolve the problem diagnosis of limited

community integration by unifying the diverse groups in the Bendale community. Through this,

there are three objectives that would be accomplished: the first is to promote a healthy living

environment by encouraging and campaigning for recycling and elimination of pollutants,

particularly around schools so that it is both sanitary and safe for families to enjoy; second, to

encourage the involvement of residents to take ownership of collaboratively improving their

community; and finally, to facilitate political action in the local schools and maintain a healthy

community environment, a bottom-up change that will trickle up and affect the families and

. . ; f \ \ C . ~ - 1'1'(\ JvJ'~ C A ( , \ ~ ( O ~ { J . r a e O ~...J A 0 0 0 \ U d (S"tUf 'R;.tcY 01\ Cl fr t0 !clt.D

greater community. p o ! f c , .

To address our community health problem diagnosis we chose to use the socio-

environmental health promotion approach. Firstly, this particular approach was chosen because it

takes into consideration effects of social and environmental influences on the health of the

communiry Coh n, 008. B -using this approach it addresses the broader social determinants

lID7issue especially as the contributing factors of our health

social illnature as opposed to medical or behavioraL Lastly, the socio-

is directl in olved with our goals and objectives along with the




~~gI' es discussed in the Ottawa Charter for Health Promotion for improving health of

mmunities. A limitation of this approach is its intensive nature to involve thQ ~'01'~} ~h~ t J f J & m ~ .• ~'-,

community in the planning, implementation and evaluation stages due to the complexity of the

approach and thus, may take more time, effort and money to~hieve the desired outcomes.

The strategies that will be used in achieving the goals and objectives using the Ottawa

Charter of health are "strengthening community action, creating supportive environment,- . ( [\0\ < 4 « - V !D J : . ~ \~

developing personal skills and reorienting health services (Cohen, 2008, p. 97) ." In order to

bring the community together it is important to implement cornaiunity action. The cleanup

program within the school system will target the children of the schools but the community

members and parents will be encouraged to support this event as it will be for the benefit of their

children and the betteanent of their community as well. econdly, creating a supportive

environment within the program is another ke issue that needs to be addressed as a community.

W~~There are many children tJ;ratwill be participating and thus it is important to ensure safe

conditions such as protective equipment an supervision, in order for the participation of the

children and their families. In order for ID program to be established as a bi-annual school event

where everyone from the comm

/"the school board. ~

. _-can come and help, we need th support and approval of

novelexperien

portive and safe environmen ensures)0T an enjoyable and

/uhimarel - accomplishes our goal. Third, 10 achieve our objectives we

also want 10 saaregy of developing personal skills h ommunication, application of

knowl collaborari on within the children. Thro ating and providing information

affect the community, off UT es and opportunities for

hool community and in their ownmoower them to make a change .

ff P t}

~;;oc~~t:g_: this at a young age ;wITlultimate _ e:r.tIaIlC~heir life skills that can be

~~~ I ~tl "tl "' s Y ( ) k ~ ' J U J I U

M Q d f a ~-




. oped for the future/Finally, reorientation of health services to implement this program

uld include resources needed to educate the children about the issues in their community, for

example, hiring public health nurses to design and implement this program and go to the schools

to give presentations (Cohen, 2008). ~ S~(lW ~\\) ~ - _. dC1;\\ W \ ~ ~ ~ ~&\'t. ~~ ~Iat ~\\\\ \\\\) \\ \t\~~6 \\~~ ~\r ~\\, CO l cdJ\~~)

There are many benefits f6? using these particular strategies to achieve our goal and

objectives which include empowerment of the community; enhancing the quality of the program;

- I 'd ; ~ w " m : \ t i '0 \r\e.of\ .and adding detail and organization to the planning and implementation phases. Limitations

0.. ~d e \\\ ().\

include the lack of support from the residents,ff the community or from the school boards to

1:O~\ ~\\\\\,\~ ~~\)\~ m u d -. »fund the program. The community might not want to participate if they are unwilling or unable.~ I, I '

r~<Jl)r ~~ ~ L l() II:~

to understand the impact and relationship of a healthy environment to their physical health." In [ l o A ) OCt~ -I'Q~

In order to successfully integrate the community into this health promotion program, it

must be tailored to the target and SUbgr~ population needs. In this case, all students of the four

1 ~ 1 J V ~t o I n o :) t lR

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c . I l .. a o e l~un

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day. The first date will likely be around the month of September or October, and again near the f { l d d f fJIfflbC~ to te .

end of the school year in Mayor June for optimal weather conditions. A barbeque picnic will be » « a f fw n 4

held after school on these two days for the parents and families of the children so that it provides

schools in the Bendale neighborhood will be involved in this project. The schools include:

David &Mary Thomson; Bendale B.T.!; Donwood Park Junior; and Highbrook Learning Centre

(SeAs). The actual event will take place in the field that is shared between the schools and will

be held on two days throughout the academic year, during school hours. For the entire month,

there will be promotion and advertising of this event around the school leading up to the actual

an O PPO ~1 for the community members to get acquainted with each other and make

conn . tions. 7e to the diverse cultural and religious backgrounds of the members, careful

I tion will be taken into account.




In regards to the resources that we need to effectively deliver this program is some

onal protective equipment such as gloves so that the students are able to pick up the garbage

safely. In addition, cleaning supplies for example, garbage bags, recycling bins and garbage cans

would be needed. Supplies that are to be used for school include paints, paint brush, pencil

crayon, paper, and posters. Since we decided to have a barbeque picnic, we also need to have

beverages, snacks, and refreshments for the families of the students which will be about 500

- J \\~ ~\. ~\\\ ~ CO(\\~people. This wi'h require the involvement of many people and volunteers to prepare for this

event. However, even though we have access;o all the supplies, most importantly, families and

V ~Ql.ld ~\f)\-

people in the Bendale area need to be willing to come out participate to make this a success.

The criteria and indicators for evaluating whether the goals and objectives were met will

be mostly based on observations such as: interaction among students from different schools in

their participation ofthe clean-up day and t7after; increase of events in the community

including more collaborative events between the schools; and promotion of this program being

implemented for(e future. Other criteria would include: healthy environment awareness from

the government by having extra garbage bins visible and made acce~'lible to the public, as well

• ~~0 ~b ~~)~ ~fL()(~(,\ A ~? -as positive feedback about community integrity from residents (Edwards, Etoma, & Kennedy,

2008). '\ t~ ~ ~a.-> ~ C\d '\dkJ~~ q C J j \ ~ ~~()S\ ~J w dl (\cl~ ( c J ) o e J .

~ ~G0 ~~d ~~ OSJ CX\ O~- ~~~ ~dR) ~ ~ (). ~~t(' s\\Q~~qwl{\\((l U

~~~ -\ CA ~c4\.c ~~\I:£- ~~~ ~ ~O .A combination of both formative and summative will be used in the evaluation stage of

our program. Formative is a type of evaluation that takes places during the planning and

implementation phase of the program and improves each activity along the proce~Pj~ile

summative i a type of evaluation that occurs at the end of program and measures all activities

C~). the .ompletion of the evaluation. Summative evaluation is used more often when decisions

ut rh .cnrinuarion of the program needs to be made and thus can implement any changes



Bendale Community Planning Implementing & Evaluating 10

J...I,..o ••••.••••.••• in the future (Gillespie, Yap, Singleton, &Elam, 009; chreiber, Stem, Marchetti, &

_ vident, 2009; Jurg, DeMeij, Van Der Wal,&Koelen, 2008). The e aluation plan used for this

health promotion program will be throughout the planning and implementing phase and on the

day of the clean up. Due to the campaign being held twice a school ear it provides the

opportunity to apply the formative jluation at the end of the first BBQ picnic and integrate

these changes to the second event, allowing for the use of the summative evaluation for the very

end. Using formative and summative evaluation, goals and objectives will be measured in the

evaluation stage where achievement will be assessed in terms of success. Questionnaires and

W \ \ ~environmental clean scale will be developed throughout the planning phase in accordance jo the

activities in the program. References of the scale on the cleanness of the environment might be \

- C~l: L tO il£ cl re~ j

borrowed from previous health promotion program/programs or the City of Toronto. The

stakeholder and gatekeeper will be engaged in the evaluation process where feedback will be

provided in written and verbal forms. Surveys will be distributed to the participants on clean up

day after tasks are completed. Simple questions will be asked to the students participating on the

clean up day including their feeling of the day, their satisfaction on helpin~ out to achieve clean ,

, \ . o u r L \ ~ ffi~~\~~ a\\ s~~ ~cX1\ Q l \ sdcd5 ore.~~k ( 0 ' 0(\

environment and whether they made new frie~ds through this health promotion program. A vfl~~\C. O Q ' d -

separate questionnaire will be handed out to the parents participating in the clean up day, asking & 1 " . ) m { ~ ~ J h c

hei . ~i·f h f h U I' f he clean un d 6 1 2 . - 0 - ~Q .ld l.)P't err point 'Y'"~Views 0 t e success 0 t e program. pon comp etion 0 t e c ean up ay, an _ t. .

<V '1< r~kO I

environmental scale will be used to assess the environment and its sanitation. After clean up day,

an evaluator will be going to the school to share the success, and improvements ofthe health

I ' e k cl~promotion program to the school boards. The evaluator will follow up on the created clean

~~Y-&o1.:R.~ C'\'&~~~~l~ ~ .../

environment clubs within's~h~dis t~~ughout the program and future plans on other clean up

days throughout the year. For sustainability of the program, a program evaluator will come




~:::c=e:e - ond clean up day using the same environmental clean scan to assess the

E ans, Clarke, Koprowski, 2010; Jurg et aI., 2008).

A major challenge of implementing this 7ram is related to overcoming the issue of our

aJ. ::T IiD .un i health diagnosis, which is a lack of community integration. This lack of integration

:/make it difficult to engage the community to participate in the event, thus the greatest

enge would be in bringing the community together for the event to be successful.

Furthermore, making this issue important to community members so that they are willing to

participate is also a difficult task to be'undertaken, however the school promotion and influence

of the students on their families is a measure put into place to overcome this. Another challenge

is related to age, as the children who are participating are of varied ages and will need proper

~supervision, protection and permission. These issues have been addressed in forms to bring home

for parents to sign, the use of protective e7ent and volunteer supervision from adults in the

community such as teachers, parenG d ti 0 \ UP'-l" on amdmJ l< . fer!

Thus, although the community has a lack of integration it also has multiple strengths

which make it a good candidatefor the program we have suggested. A large population of

schools at the centre of the community and ~e space waiting to be utilized show that great

potential exists for improving the interactions among community members as well as the

physical environment. Furthermore, by taking advantage of the greatest resource the community

/has to offer; the students who attend the local schools, positive change for the future generations

becomes a possibility. By instilling values of community, intercultural collaboration and a

/healthy environment, Bendale may be left with a greater outlook for the future as an integrated

community which has a positive impact on the health of its members.

f) L c c l J C X X W ,




~;;:e::::::::x:Program Logic Model (Vollman, Anderson, &McFarlane, 2004)

• The goal of our health promotion program is to resolve the

community health problem diagnosis of "limited community

integration by connecting the diverse groups in the Bendale

community".

Target population

students.

Population Subgroup

Students attending elementary, • Family and neighbours

middle and secondary schools of the target population.

(grade 1- 12) in Bendale, between The population

the ages of approximately 6-18 subgroup will be

years old. between the ages of25»

/

and over, mostly

comprised of the

parents/guardians of the

• To facilitate political action in local schools and maintain a~xt \{O\.! ' - ' - - : i Q \ ) e . s \ c o t q w : . ~ Q c { \.J Q n ~ [ I ( l K ~ \ N

healthy community. It is a bottom-up change that will trickle

up and affect the families along with the greater Bendale

community.

• The healthy en ironment awareness campaign will continue

ually.

tween the schools and the residents in



'lBmICATORS


(; 0.0-\ \ '\ - ~ \) &~tt.rt• Household recycling will increase - ~"-.) \\ < i\ c " f(\ Q~ Gmlb

\i ~~ 1 . < \ ~()L~ ~\,\~{\ "~~o\.-".. -=.'-• There are three objectives that would be accomplished: '- ~~~

1st - To promote a healthy living environment; by encouraging I'I\< J~ \

f ' l \ u S \ ~ ~

~t+~~(\\ qW(

p\~Q\\\

Bendale; achieve the goal of maintaining a hygienic

environment.

and campaigning for recycling and elimination of pollutants.

Particularly around schools so that it is both sanitary and safe

for families to take pleasure in.

2nd - To encourage involvement of residents to take ownership

./ ~r their environment and work collaboratively to improve

their community.

short term objective indicator

Immediate action to clean the environment: no graffiti, no garbage in

Bendale areas. Install additional garbage bins and recycling bins,

promoting environmentally friendly atmosphere around the

. Q<6(}.\(\-!\I2i-OO IQ ~ ~~~~a~~OJ(" ~community. \-~

2ndshort term objective indicator

Children promote family involvement in participating in the

environmental clean-up.

/hO~ (no~ 0 R . ~l~

• Uf parents/ families will attend the environmental clean

up




• Parents are involved and excited about cleaning their

f\

children's environment p~,~~~\(\

Strengthening Community Action (Cohen 008, p. 97) t ~1\~ ttJl ~ r~~ V IT .f\ . '- 6~~ ~\u

--.--P-am-p-h-Ie-ts-,-p-o-st-e-rs-,-in-v-i-ta-ti-o-n-c-a-rd-s-,B-B-Q-,-fl-y-e-r-s,-p-e-rm-is-s-io-n----jle u

~(l~

-lI$3J.r~orms and letter sent home to encourage involvement.

Creating Supportive Environment (Cohe~8, p. 97)

• Integration of all grades, every grade contributing to action

plan and have each school in charge of different roles. /

Developing Personal Skills (Co e , 008, p. 97)

• Encourage leadership skills by having the older students act as

Jmentors to the younger grades. For example, older students

will convey their knowledge and information to their families.

~m to take an active role and make a difference in

t \ a -V ~ f k ~ en' Qd'lJ\~/their community in the future.

• Develop social skills through the interaction with other

/ ( 6 v o 1 . $ Q s k Q ~ r ; J a c R U l jstudents from different schools. !..~ I. "I

Jd i .

a n Q c H l J L C\flJG '0e l~ 'i o c l \h L .(

Reorienting Health Services (Cohen, 2008, p. 97).

Political action to lobby local politici, -for funding for extra

, V resources to be invested in the area. For example: spare

garbage bins, funding for the picnic, funding for supplies,

government support.




• The school board, parents and children provide

recommendations

•t e?

Supporting learning environment ~ \ } . ) ~ c l s Q C I - C l~ ~ O C '\ \

~~Q J

\ 0)( l< J

f k O J ffe co(\j( '( )

• The school community attends cleanup day sessions during

preparation. V

The city contributes the necessary disposal containers j

Human resources: Parent council, school board, volunteers, parents,

students, teachers, advisors, counsellors and nurses. For example:

EducatechildrenabouttheissuesintheircommunityepubliC

health nurses for school visits, deliver seminar presentation, and to

()5~ Q}'(l~~

design and implement this health promotional program. ~~_~

g . l ( ) : } ( s ; J Q ~00

Financial resources: government funding, fundraising, donations C c )

and sponsors (Stam~, 2008).

Physical resources: Supplies, food and snacks (BBQ/ picnic),

advertising materials;

• In regards to the resources that we need to effectively deliver

this program is some personal protective equipment such as

gloves so that the students are able to pick up the garbage

Jsafely. In addition, cleaning supplies for example, garbage

bags, recycling bins and garbage cans would be needed.

Supplies that are to be used for school include paints, paint



( Bendale Community Planning, Implementing &Evaluating 16

brush, pencil crayon, paper, and posters. Since we decided to

have a barbeque picnic, we also need to have beverages,

snacks, and refreshments for the families of the students

which will be about 500 people. This will require the

involvement of many people and volunteers to prepare for this

event. However, even though we have access to all the

supplies, most importantly, families and people in the Bendale

area need to be willing to come out participate to make this a

success.

C A ~ ~ OS:kq~d.-:;:~~ \\~

-l ~(C~\\\0C\ \\ \(\\:~\l~, l\\\[)

Documents

Theory Paper Scan0001