M&E Course 2 Participant - 2021

Colombo Plan Drug Advisory Programme (DAP) Training Series
The Universal Prevention Curriculum for Substance Use (UPC) Practitioners Series
Participant Manual
C
RA
K
7
T
Course 72
Monitoring and Evaluation of
Prevention Interventions and Policies
Logic Models
Universal Prevention Curriculum for Substance Use (UPC)
Practitioners Series
Practitioners Series
Monitoring and
Evaluation of Prevention
Interventions and Policies
UPC-72 – Logic Models
Participant Manual
April 2020 Edition

Acknowledgments
Specialty Track 7: Monitoring and Evaluation of Prevention Interventions and Policies is the
seventh track of the Universal Prevention Curriculum for Substance Use (UPC) Practitioners
Series developed for the Bureau of International Narcotics and Law Enforcement Affairs
(INL), U.S. Department of State.
Special thanks go to Brian A. Morales, Branch Chief, Counternarcotics, Bureau of
International Narcotics and Law Enforcement Affairs, and Charlotte A. Sisson, Senior
Foreign Affairs Officer, Drug Demand Reduction, INL/GPP for their leadership throughout
the project’s development. Applied Prevention Science International (APSI) created and
coordinated the development of this series designed for prevention implementers. From
APSI, Zili Sloboda served as Project Director and Lead Curriculum Developer and Susan B.
David served as Associate Project Director and Curriculum Developer. Other members of
the Curriculum Development Team working with APSI include Kris L. Bosworth, University
of Arizona; J. Douglas Coatsworth, Colorado State University; William Crano, Claremont
Graduate University; Rebekah Hersch, George Mason University; Chris Ringwalt, Pacific
Institute for Research and Evaluation; Richard Spoth, Iowa State University; and Mallie J.
Paschall, Pacific Institute for Research and Evaluation
We would like to thank Anne Chick, Foreign Affairs Officer, INL/GPP, for her guidance
during the development of this course. Dr Josephine Choong, Project Manager –
Curriculum Development (Prevention), Colombo Plan Drug Advisory Programme also
dedicated her time towards the development of this publication.
ii
Specialty Track 7: Monitoring and Evaluation of Prevention Interventions and Policies
CONTENTS
LOGIC MODELS
PART I – UPC TRACK 7 – MONITORING AND EVALUATION

OF PREVENTION INTERVENTIONS AND POLICIES
Preparation Checklist with Timline and Content. . . . . . . . . . . . . . . . . . . . . . 3
PART II – TRACK 7: UPC-72

Module 0—U.S. Department of State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Module 1—Definition and Purpose of Logic Models . . . . . . . . . . . . . . . . . 22
Module 2—Logic Model Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
PART III—TRACK 7: UPC-72

Resource Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
UPC-72 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
iii
Public Domain and Dissemination Notice
All Universal Curricula (UC) materials appearing in this course except for those taken
directly from copyrighted sources are in the public domain and may be reproduced, or
copied by Training Providers (TPs) and their trainees without permission from the U.S.
Department of State/INL or the authors. Trainer manuals and trainer PowerPoint slides
may only be shared with designated Training Providers (TP)s and their authorized
users (e.g. TP training team members and administrators). To become a Training
Provider, a government, university, or civil society organization may contact a Regional
Coordinating Center to request access. Access is granted after the duly-filled Training
Provider Application Form is approved. The directory of current Training Providers is
available at: https://www.issup.net/training/education-providers
TPs may disseminate either the entire curriculum series, one or more entire courses,
or one or more entire modules. In these cases, all TPs are required to document any
UC training on the ISSUP website. TPs are also welcome to incorporate UC materials
into their own academic/training materials. In these cases, citation of the source is
appreciated.
This publication may not be distributed for a fee beyond the cost of reproduction
without specific, written authorization from INL.
Disclaimer
The substance use prevention interventions described or referred to, herein, do not
necessarily reflect the official position of INL or the U.S. Department of State. The
guidelines in this document should not be considered substitutes for individualized
client care.
April 2020 Edition
iv
Course Introduction to Trainers
UPC-72 continues to promote the objectives of the UPC-Practitioners tracks, which focus
on basic knowledge and skills and provide experiential learning opportunities for training
participants. As with all UPC Trainer Manuals, this course volume includes: Power Point
Slides, which you will use in your training sessions; SAY text to guide your presentations;
Exercise instructions with worksheets to guide activities; and Resource Pages that either
assist with exercises or provide follow-up refreshers for participant use.
To remind participants about the structure of the track and where you are in its progress,
we have included the Overview of the Track that you first presented in the Training
Introduction. There are also Preparation Checklists and the Contents page that will
help you plan for and deliver the course. Preparation is important and can make all the
difference in terms of having a successful training program.
As you begin the course, you may wish to revisit the ground rules for training, check in
with your trainees to see whether they are confused or need a refresher in regard to the
last course, and, finally, you may just want to open the floor to a discussion about their
perceptions in regard to how well the track so far fits their expectations and relevancy to
their work. This ‘check-in’ process helps you relate to where your participants are and lets
you know how to frame the content so it fits with their needs.
1
Participant Manual: Course Introduction to Trainers
2
UPC-72 Preparation Checklist
Review Getting Started in the Trainer Orientation for general preparation information.
Preview UPC-72. Be familiar with the instructions for the exercises in this course.
Content and Timeline - UPC-72 – Logic Models

Person
Activity Time
Responsible
Module 0 30 minutes
Welcome back and Introduction to UPC-72 5 minutes
Presentation and discussion: Definition and purpose of
logic models 50 minutes
• Partner exercise: Logic model
BREAK 15 minutes
Presentation and discussion: Logic model components
• Small-group exercise: If-then logic
• Small-group exercise: Logic model components
2 hours: 30
• Small-group exercise: S.M.A.R.T. objective writing
min.
• Large-group discussion: Assumptions
• Partner exercise: Assumptions
• Individual exercise: Logic model
LUNCH 60 minutes
Presentation: Logic model examples: Evidence-based
substance use prevention interventions
45 minutes
• Small-group exercise: EB prevention interventions logic
models
Summary and review 15 minutes
Practicum 1 assignment 10 minutes
UPC-72 evaluation 15 minutes
BREAK 15 minutes
Total Time = 410 minutes (6 hours and 50 minutes)
3
Participant Manual: UPC-72—Logic Models
4
MODULE 0
U.S. DEPARTMENT OF STATE
5
Participant Manual : Module 0 - U.S. Department of State
-1-
Congratulations!
“ As a participant in this training, you are part of a rapidly

growing global community of substance use professionals
-2-
0.2
6
How is this global community of substance use
professionals expanding?
In the last decade, a growing number of people are:
 being trained
 being credentialed
 studying at universities with specialized addiction
programs
 operating in the context of a larger drug control
system
 adhering to science and research-based approaches
 joining professional substance use associations
 networking through professional associations
-3-
0.3
7
Who are the members of this global community of
substance use professionals?
Individuals working worldwide in the substance

use prevention and treatment fields in
government, non-governmental organizations,
civil society, and the private sector
Organizations that act as portals or

“doorways” for individuals to join the
global community
-4-
0.4
ISSUP stands for the International Society of Substance

Use Professionals
 ISSUP was launched by INL in 2015 as a global, not for
profit, non-governmental organization to
professionalize the global prevention and treatment
workforce.
 ISSUP provides members with opportunities to share
knowledge, exchange experiences, and stay abreast
with current research in the field
Cont.
-5-
0.5
8
ISSUP stands for the International Society of Substance Use
Professionals
 There are more than 10,000

ISSUP members worldwide
 Join one of ISSUPs four levels
of membership for free at:
www.issup.net
 You can earn credit for this
and other courses with ISSUP
-6-
0.6
9
ICUDDR stands for the International Consortium of
Universities for Drug Demand Reduction
 Global consortium of universities to promote academic
programs that focus on science-based prevention and
treatment
 Collaborative forum for individuals and organizations to
support and share curricula, particularly this Universal
Curriculum series, and experiences in the teaching and
training of prevention and treatment knowledge
Cont.
-7-
0.7
ICUDDR stands for the International Consortium of Universities

for Drug Demand Reduction
Learn about specialized addiction programs at universities

worldwide at www.icuddr.com
-8-
0.8
10
GCCC stands for the Global Centre for Credentialing and
Certification of Addiction Professionals
 The hours that you put into this training can be logged
at GCCC and qualify you for exams and professional
credentials
 GCCC credentials will help accelerate your career by
indicating your passion and commitment to high
standards
Cont.
-9-
0.9
11
GCCC stands for the Global Centre for Credentialing and
Certification of Addiction Professionals
Learn about how to apply the latest in research-based

prevention and treatment at: www.globalccc.org
-10-
0.10
Who funds and supports this

global community of substance
use professionals?
The U.S. Department of State’s
Bureau of International Narcotics
and Law Enforcement Affairs (INL)
which is funded by the U.S. taxpayer
-11-
0.11
12
Where does this global community of substance use
professionals meet?
 Digitally- through ISSUP and its networks and
 Face to face – through trainings, on university campus
settings, and at conferences held at the global, national
regional and local levels
-12-
0.12
13
How does this global community of substance use
professionals operate?
In the context of a larger international drug control
environment that includes:
 United Nation’s three international Drug Control
Treaties or “Conventions”
 Commission on Narcotic Drugs (CND)
 International Narcotics Control Board (INCB)
-13-
0.13
What are the key international organizations which operate

in the context of this larger drug control environment?
The Colombo Plan Drug Advisory Program (DAP)

The Inter-American Drug Abuse Control
Commission (CICAD) of the Organization of
American States (OAS)
The African Union Commission (AUC)
The United Nations Office on Drugs and Crime

(UNODC)
The World Health Organization (WHO)
-14-
0.14
14
How can I participate in this global community of substance use
professionals?
The easiest way is to become an active member of ISSUP!
 Register for free on the ISSUP website at www.issup.net
 Click on the “Apply for Membership” icon
 Select one of four levels of membership -all are free!
 Begin networking with others on an ongoing basis
It takes only a few minutes to register and you can immediately
connect with over 10,000 ISSUP members worldwide!
-15-
0.15
15
What are the benefits of being an active member of this
global community of substance use professionals?
You can:
 Stay informed
 Implement best practices
 Access training and mentoring
 Turn training into credentials
 Access job postings
 Access up-to-date research
 Join a professional network
 Interact with other professional networks
-16-
0.16
CALL TO ACTION
Next Steps Participate in ISSUP
1. Join ISSUP at  Post on ISSUP: Find easy
www.issup.net instructions for how to
2. Complete this training to post on the ISSUP website
earn credit  Engage ISSUP’s Networks:
3. Send your credit hours to Connect with colleagues
GCCC at www.globalccc.org and broaden your impact
-17-
0.17
16
17
Universal Prevention Curriculum for Substance Use (UPC) Practitioners Series
UPC-72
Logic Models
7 Monitoring and Evaluation of

Prevention Interventions and Policies
2.1
M & E Track: Overview of Courses
Training Introduction
UPC-71 – Overview of Monitoring and Evaluation
UPC-72 – Logic Models
Practicum 1 – Logic Models
UPC-73 – Types of Data and Data Collection
UPC-74 – Data Analysis and Reporting
UPC-75 – Process Evaluation and Program Monitoring
UPC-76 – Outcome Evaluation
Practicum 2 – Monitoring and Evaluation Plan
UPC-77 – Ethical Standards for Evaluators
UPC-78 – Monitoring and Evaluation Plan: Review of
Practicum 2
Closing Session – Application of the M & E Track to Your Practice and
Professional Development 2.2
18
Learning Objectives
 Explain what a logic model is, what it includes, and why it’s
necessary
 Develop skills in development and application of a logic
model for monitoring and evaluation
2.3
19
Logic Models
Many people say a logic model is a road map that

helps you figure out:
 Where do you want to go?
 How will you get there?
 How will you know that you’ve arrived
at the place you would like to be?
2.4
Logic Models
 Program action plan

 Model of change
 Conceptual map
 Outcome map
 Program logic
2.5
20
Large-Group Discussion: Logic Model
Experience and Expectations
 How would you describe them?

 Have you used them before?
 How have you used them?
 What was beneficial?
 What was challenging?
 What do you hope to get from the training today?
2.6
21
Module Outline
 Module 1 – Definition & Purpose of Logic Models

 Module 2 – Logic Model Components
2.7
Module 1
Definition and Purpose of
Logic Models
2.8
22
Logic Models
 A depiction of a program showing what the program will do

and what it is to accomplish
 “A logic model is a systematic and visual way to present
and share your understanding of the relationships among
the resources you have to operate your program, the
activities you plan, and the changes or results you hope to
achieve”
(W.K. Kellogg Foundation Logic Model Development
Guide)
 A series of “if-then” relationships that, if the program is
implemented as intended, will lead to the desired
outcomes
 A roadmap for program planning and evaluation 2.9
23
Logic Model: Purposes (1/4)
 Design and planning

 Implementation
 Monitoring and Evaluation
2.10
Design and planning

 To clearly communicate the central goal of an initiative,
why it is important, and what will result from it.
 To select specific and measurable objectives expected to
lead to the desired result
 To identify activities and resources needed to meet
selected objectives
2.11
24
Implementation
 To identify and collect data needed to effectively monitor
initiative activities and improve programming
 To create a common reference point for everyone involved
in the initiative
2.12
25
Evaluation
 To help determine if activities are being implemented as
planned
 To help determine if the initiative is making progress
 And, ultimately, to determine if the initiative led to the
desired result
2.13
Logic Model Example - Hunger
2.14
26
Logic Model Example – Headache (1/2)
H
E
A Get pills Take pills Feel better
D
A
C
H
E
INPUTS ACTIVITIES OUTCOMES
SITUATION
ASSUMPTIONS
2.15
27
Logic Model Example – Headache (2/2)
H
E
A Get pills Take pills Feel better
D
A
C
H
E
SITUATION
ASSUMPTIONS
2.16
Large-Group Exercise: Example – Summer

Family Vacation (1/2)
Family members
learn about each
other; family bonds;
family has a good
time
2.17
28
Large-Group Exercise: Example – Summer
Family Vacation (2/2)
Family Members Drive to beach

Family members
learn about each
Money other; family
Find lodging
bonds; family has
Transportation a good time
Play, talk, laugh,
swim
Swimming and
Beach Equipment
2.18
29
Logic Models Are Used To Plan
 Small programs
 Processes (i.e. a team working together)
 Large, multi-component programs
2.19
What Does A Logic Model Look Like?
 Graphic display of boxes and

arrows; vertical or horizontal
 Relationships, linkages
 Any shape possible
 Circular, dynamic
 Cultural adaptations;
storyboards
 Level of detail
 Simple
 Complex
 Multiple models
2.20
30
Example: Smoke Free (SF) Worksites (1/2)
Situation: Secondhand smoke is responsible for lung cancer,

respiratory symptoms, cardiovascular disease, and worsens
asthma. Public policy change that creates smoke free
environments is the best known way to reduce and prevent
smoking.
2.21
31
Example: Smoke Free (SF) Worksites (2/2)
Inputs Activities Outcomes Goal

Short Term Long Term
Assess worksite
tobacco policies Increased Demonstrations
and practices awareness of of public support
Coalition importance of for SF worksites
Time SF worksites
Dollars
Partners Develop Increased SF worksites Smoke Free
Including community knowledge of policies Worksites
youth support for SF worksite drafted and
worksites benefits & passed
options
Organize and Increased Adherence

implement strategy commitment, to smoke-
for targeted worksites support and free policies
demand for SF
worksites 2.22
Small-Group Exercise: Logic Model
Please form pairs

See Worksheet 7.72.1.1-Crop or Alcohol Prevention Logic Model
Small groups: 10 minutes; Report out: 15 minutes
 Assigned either Crop Production or Alcohol Prevention
 Create a logic model using the terms in the top boxes and
putting them into the right
logic model boxes
2.23
32
WORKSHEET 7.72.1.1- CROP OR ALCOHOL PREVENTION
LOGIC MODEL
Directions: Arrange the words/activities into the appropriate category in the empty logic
model boxes below.
Crop Production Logic Model
WORD BANK
Machinery Fertilizer Harvesting
Seeds Labor Ploughing
Feed Planting Feeding
Buildings Manure Crops
Land Plant Waste Animal products
Water Milking Money
Breeding Sun Better health
Inputs Activities Outputs
33
Alcohol Use Prevention - Logic Model
WORD BANK
Agency resources are allocated to an
alcohol use prevention program designed
Program manager, 3 prevention specialists
to increase parents’ discussions about the
risks of alcohol use with their teen children
Manuals, videos and other teaching tools
developed for training sessions targeting Small community grant
parents and high risk teens
Curriculum for parents and teens is devel- Agency and high schools identify teens at high
oped risk for alcohol use
Parents and teens attend 5 separate
A total of 6 parent and teen classes are held in
classes regularly; they are then brought
high schools twice a week for 1 hour
together for the final class
Teens increase awareness of the risks of alcohol
Parents initiate discussions with teens
use and of the importance of associating with
about alcohol use
non-using peers
Parents report initiating more conversations with
Teens report lower 30-day use of alcohol
their teens about the dangers of alcohol use
Fewer teens report driving after drinking or Teens increase knowledge of the harms associ-
riding with a driver who has been drinking ated with alcohol use
34
35
Module 2
Logic Model Components
2.24
If-Then Relationships
Underlying a logic model is a series of ‘if-then’ relationships

that express how the program creates change
IF IF IF IF IF IF
THEN THEN THEN THEN THEN
2.25
36
Logical Chain of Connections
ACTIVITIES
2.26
37
Small-Group Exercise: If-Then Logic
Please return to your small groups

See Worksheet 7.72.1.1-Crop or Alcohol Prevention Logic Model and
Worksheet 7.72.2.1-IF-THEN Crop or Alcohol Prevention Logic Model
Small Groups: 10 minutes; Report Out: 15 minutes
 Practice “IF-THEN” statements using your logic models
developed in earlier exercise
2.27
38
LOGIC MODEL
Directions: Arrange the words/activities into the appropriate category in the empty logic
model boxes below.
WORD BANK
Machinery Fertilizer Harvesting
Seeds Labor Ploughing
Feed Planting Feeding
Buildings Manure Crops
Land Plant Waste Animal products
Water Milking Money
Breeding Sun Better health
39
WORD BANK
Agency resources are allocated to an
alcohol use prevention program designed
Program manager, 3 prevention specialists
to increase parents’ discussions about the
risks of alcohol use with their teen children
Manuals, videos and other teaching tools
developed for training sessions targeting Small community grant
parents and high risk teens
Curriculum for parents and teens is devel- Agency and high schools identify teens at high
oped risk for alcohol use
Parents and teens attend 5 separate
A total of 6 parent and teen classes are held in
classes regularly; they are then brought
high schools twice a week for 1 hour
together for the final class
Teens increase awareness of the risks of alcohol
Parents initiate discussions with teens
use and of the importance of associating with
about alcohol use
non-using peers
Parents report initiating more conversations with
Teens report lower 30-day use of alcohol
their teens about the dangers of alcohol use
Fewer teens report driving after drinking or Teens increase knowledge of the harms associ-
riding with a driver who has been drinking ated with alcohol use
40
41
LOGIC MODEL
Directions: Arrange the words/activities using the IF-THEN logic.
IF THEN / IF THEN
42
IF THEN / IF THEN
43
 Situation
 Inputs
 Activities
 Outcomes
 Assumptions
2.28
What we What we Do: Short Long Term:

Invest: • Deliver Term: Actions
Situation: • Staff Services Learning Behavior
Need • Volunteers • Conduct Knowledge Policies
Problem • Time Training Attitudes Social Action
Political • Money • Develop Skills
Social • Materials Products Motivation
Economic • Equipment • Work with Awareness
Context • Technology Media
• Partners • Counseling
ASSUMPTIONS EXTERNAL FACTORS
2.29
44
Situation or Context
The originating problem, or

issue, set within a complex of
Situation: sociopolitical, environmental
and economic circumstances
Need
Problem The situation is the beginning
Issue point of logic model
development
2.30
45
Inputs
What goes into the

INPUTS
program such as
resources and
What we Invest:
contributions that are
invested. • Staff
Inputs include such • Volunteers
elements as staff, money, • Time
time, equipment, and • Money
partnerships. • Materials
• Equipment
• Technology
• Partners
2.31
Activities
What we do – activities,
services, events, products ACTIVITIES
and the people reached
What we do:
Outputs include such
elements as workshops, • Recruit Participants
conferences, counseling, • Deliver Services
products produced and the • Conduct Training
individuals, clients, groups, • Develop Products
families, and organizations • Work with Media
targeted to be reached by • Counseling
the activities
2.32
46
Outcomes (1/2)
Results are the value or OUTCOMES

changes for individuals,
families, groups, agencies, Short Term: Long Term:
businesses, communities,
and/or systems • Learning • Actions
• Knowledge • Behavior
Outcomes include short-
• Attitudes • Policies
term benefits such as
• Skills • Social
changes in awareness,
• Motivation Action
knowledge, skills, attitudes,
• Awareness
opinions and intent and long
term benefits such as
changes in behaviors,
decision-making and
2.33
actions
47
Outcomes (2/2)
Results are the value or

OUTCOMES
changes for individuals,
families, groups, agencies, Short Term: Long Term:
businesses, communities,
and/or systems • Learning • Actions
Outcomes include short-term • Knowledge • Behavior
benefits such as changes in • Attitudes • Policies
awareness, knowledge, skills, • Skills • Social
attitudes, opinions and intent • Motivation Action
and long term benefits such as • Awareness
changes in behaviors,
decision-making and actions
2.34
Chain of Outcomes
Short term Long term

Parents report increased Increase percent of youth receiving no
knowledge about opioid use use messaging from parents
Increased in unused Decrease in non-medical access to
prescription medications prescriptions
drop boxes in police stations
Reductions in use among children in the
community
Decrease number of youth overdoses
from non-medical use of prescription
medications
2.35
48
Focus of Outcomes
Level Example
Individual Child is ready to enter school; farmer implements
nutrient management practice
Group Families increase monitoring of substance use

Agency/Organization Agency institutes policy that encourages tobacco free
work spaces
System Family service agencies share resources to better meet

clientele needs
Community Communities develop and preserve decent safe and

affordable housing, drugs are less available
2.36
49
Small-Group Exercise: Logic Model
Components
Please form pairs
See Worksheet 7.72.2.2-Logic Model Components
Small group: 10 minutes; Report out: 10 minutes
 Match terms to Logic Model Components using number
codes
1 – Input
2 - Activity
3 - Outcome
3a: Short – Learning
3b: Long-term – Ultimate benefit
0 - Cannot identify
2.37
50
WORKSHEET 7.72.2.2 – LOGIC MODEL COMPONENTS
Directions: Place a number code, from below, on each line that matches with the description.
1 – Input
2 – Activity
3 – Outcome
3a – Short - Learning
3b – Long-term – Ultimate benefit
0 – Cannot identify
_____ a. Teens learned social skills

_____ b. A new curriculum was developed
_____ c. Students reported increased confidence in refusal skills
_____ d. Training programs included seminars and workshops
_____ e. Parents from throughout the community attended
_____ f. Parents applied their new skills in dinner table conversations
_____ g. Two agencies partnered to design the program
_____ h. Volunteers provided over 300 hours of support to the project
_____ i. Prevention specialists were trained
_____ j. Parents learned how to develop the skills to initiate discussions
_____ k. Sessions were held in 10 locations
_____ l. Reported cases of alcohol use declined
_____ m. substance use prevention messages were displayed on 10 billboards, in the community
_____ n. Curricular materials were distributed to children
_____ o. Parents increased their monitoring of their children’s peers
_____ p. Increased numbers of high school students graduated
_____ q. We helped the community assess the needs of families in regards to substance use
prevention
______r. Specialists educated workers about effective means to engage peers whom they suspected
of substance use
_____ s. Youth serving agencies increased their collaboration
_____ t. Teens established a teen substance use court and hear cases monthly
_____ u. 3 two-day workshops were conducted in each region
_____ v. Newsletters are distributed in three languages
_____ w. 30 listeners per week tune into the radio broadcast
_____ x. Teens learned to counsel other teens on tobacco prevention
_____ y. Town enacted a policy to set closing hours of local taverns at 10:00 PM on work nights
_____ z. The community held two town meetings to discuss how to tackle substance use among
pregnant mothers
51
S.M.A.R.T. Objectives
 Specific
 Measurable
 Attainable
 Result-oriented and relevant
 Time-bound
2.38
Specific Objectives
Are your objectives Specific?

 If you have specific objectives, you should be able to
answer the following three questions:
 What: What do you want to accomplish?
 Who: Who is involved (target population) and what are their
characteristics?
 Where: Where is it going to happen?
2.39
52
Measurable Objectives
Are your objectives measurable?

 If your objectives are specific and measurable, you should
be able to establish concrete criteria for measuring
progress toward the attainment of each.
 How will you know when it is accomplished?
 What indicators will you look for to measure progress and
success?
 Are data to measure your progress and success available?
Or do you need to develop new measures or data collection
strategies, e.g., surveys, focus groups?
2.40
53
Attainable Objectives
Are your objectives attainable and realistic?

 Given resources available to you, the objectives must be
realistic and attainable
 Do you have sufficient financial capacity to accomplish your
objective?
 Do you have personnel with sufficient abilities and skills to
accomplish your objective (including evaluation)?
 Do you have sufficient time to accomplish your objective?
 What other types of resources do you need to attain your
objective (i.e., technology, space, equipment)?
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Result-Oriented and Relevant Objectives
Are your objectives result-oriented and relevant?

 Ultimately, your objectives should help you achieve your
major project goal(s)
 Is it worthwhile?
 Is this the right time?
 Does this align with other efforts/needs?
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Time-Bound Objectives
Are your objective time-bound?

 Objectives should have starting points, ending points, and
fixed durations
 When will you achieve this objective?
 When will you undertake activities to achieve our objective?
 When can you expect to see some short- and long-term
outcomes?
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Writing a SMART Objective
SMART = Specific, Measurable, Attainable

Results-oriented, Timed
 Who or what will you effect?

 What behavior are you trying to change?
 What is the magnitude of the change you desire?
 By when will this change occur?
 Does it meet the needs of the target population?
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Writing a SMART Objective
SMART Objectives: Specific, Measurable, Attainable, Results-

oriented, Timed
Who or what will What behavior are What is the By when will this
you effect? you trying to magnitude of the happen?
change? change do you
desire?
Families with The frequency that will increase by 50% within one year of
children aged 10-14 they communicate joining
who participate in with their children,
Strengthening and set rules, about
Families substance use
6th graders who are the frequency with will decrease by 25% by Dec 2017
exposed to the which they are
school-based social absent from school
and emotional
learning program
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Small-Group Exercise: S.M.A.R.T. Objective
Writing
Please form groups of 3
Worksheet 7.72.2.3-Identifying S.M.A.R.T Objectives
Small Group 10 minutes; Large Group 15 minutes
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WORKSHEET 7.72.2.3- IDENTIFYING S.M.A.R.T OBJECTIVES (ANSWER KEY)
Is the objective…(if no, please revise)

Result-oriented/
Objective Specific? Measurable? Attainable? Time-Bound?
Relevant?
As a result of the program,

rates of 30-day substance
abuse at Central High
School will be at 0%.
Negative attitudes towards

peers’ use of alcohol at
Central Industries will
exceed 4.8 on a scale
of 1-5 one year after
the substance abuse
prevention program is
established.
Citations for drunk driving

in Orange Town will
decrease by 90% one year
after the media program is
implemented.


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Assumptions
Assumptions underlie much of what we do. It is

often these underlying assumptions that hinder
success or produce less-than-expected results.
One benefit of logic modeling is that it helps us
make our assumptions explicit. Here are some
examples:
 Community coalitions are an effective strategy for
addressing community problems
 Our partners will participate actively in program delivery
 The funding will be adequate and available when needed,
and we can count on it continuing ASSUMPTIONS
Kaplan, S.A. & Garrett, K.E. (2005). The Use of Logic Models by Community-Based Initiatives. Evaluation and Program Planning, 28: 167-172.
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External Factors
Aspects external to the program that influence the

way the program operates, and are influenced by
the program:
 Physical environment
 Social environment
 Economic structure
 Neighborhood
 Demographic makeup
 Family circumstances
 Political environment EXTERNAL FACTORS
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Large-Group Discussion: Assumptions
Before you came to this workshop today, what were some of

your assumptions about the day?
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Partner Exercise: Assumptions
Please rejoin your partner

Worksheet 7.72.2.4-Assumptions Crop Production or Alcohol Prevention
Partners: 10 minutes; Report out: 15 minutes
 Write down at least five assumptions for either Crop
Production or Alcohol Prevention.
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WORKSHEET 7.72.2.4- ASSUMPTIONS SUPPORTING CROP
PRODUCTION OR ALCOHOL PREVENTION LOGIC MODEL
INPUTS ACTIVITIES
ASSUMPTIONS
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Individual Exercise: Logic Models
Please work individually

See Worksheet 7.72.2.5-Logic Model Exercise From Program Description
Individual: 10 minutes
 Identify logic model components
 Order the components
 Check model using IF-THEN logic
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WORKSHEET 7.72.2.5- LOGIC MODEL EXERCISE WITH
PROGRAM DESCRIPTION
Directions: Read through this program description, identify logic model components,
order the components, and then check your model using if-then logic.
A school with which you are associated is considering adopting a program for middle
school students to prevent the initiation and use of substances, to decrease favorable
attitudes towards them, and to enhance perceived risks associated with their use. The
program is designed to enhance students’ overall social competence and to increase
their ability to resist social pressures to use substances. Students are taught to set goals
and keep track of personal progress; to make rational decisions about their own behavior
that involve the analysis of potentially problematic situations and a consideration of the of
the effects of their behavior on others; and to recognize and reduce stress and anxiety.
The program also teaches students to recognize and challenge common misconceptions
about the approval and prevalence of substance use by their peers.
The program consists of 10 sessions taught weekly in 50 minute class periods in the
first year and 5 in the following one. Sessions are taught by classroom teachers who
have participated in a two day training course. As described in the teacher manual, each
lesson includes an introduction and a summary. The activities rely on interactive teaching
methods that include lecture, class discussion, and both individual and group exercises
and role plays that give students the opportunity to practice decision-making and refusal
skills.

SHORT-TERM
65
LONG-TERM
IF-THEN Logic:
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
IF _____________________________ THEN _____________________________________
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Large-Group Discussion: Logic Model Exercise
SHORT-TERM INTERMEDIATE- and LONG-

TERM
Ability to set goals and keep track of Decreased favorable

Classroom 1st year: 10 weekly personal progress attitudes toward using
teachers 50-min. sessions, 2nd substances
year: 5 weekly 50-min. Better ability to make rational
2-day Teacher sessions that include: decisions about own behavior Increased perceived risk
training course associated with using
Lecture Better ability to reduce stress and substances
Teacher manual anxiety
Discussion Decreased initiation and use
Ability to recognize and challenge of substances
Individual activities misconceptions about peer approval
and use of substances
Group activities
Enhanced social competence
Role play exercises to
practice decision-making Increased ability to resist social
and refusal skills pressures to use substances
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Logic Model Limitations
 Programs are not linear

 Represents intention
 Focuses on expected outcomes
 Challenge of causal attribution
 Many factors influence process and outcomes
 Doesn’t address: Are we doing the right thing?
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Logic Model Examples:

Evidence-Based Substance Use
Prevention Interventions
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LifeSkills Training (1/5)
 Outcomes targeted:
 Personal and social skills
 Skills to understand and resist pro-drug influences
 Intent not to use substances
 Refusal skills
 Behavioral outcomes affected:
 Alcohol, tobacco, drugs
 Crime/delinquency & violence
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 Format:
 15 lessons that are 40-45 minutes in length and taught 1–5
times/week
 Facilitated discussions
 Structured small group activities
 Role-playing scenarios
 Populations targeted:
 Selective student populations in middle school, grades 6–9
 Ages on which tested: 12–14
 Gender: Both
 Race/ethnicity: All
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Overview of Lesson Topics

 Making decisions independently; resisting group pressure
 Smoking/alcohol use/marijuana use: Myths and realities;
ability to analyze data
 Advertising to recognize fact from fiction
 Coping with anxiety through easy and healthy techniques
 Communicating effectively
 Social skills to build relationships—e.g., listening;
conversation; giving/receiving feedback
 Assertiveness
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 Implementation History: 36 countries

 Dissemination
 Teacher training and train-the-trainer workshops provided
 Trainer Certification Process
 Technical Assistance
 Fidelity Tools
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LifeSkills Training Model (5/5)
http://www.blueprintsprograms.com/resources/logic_model/LST.pdf`1 2.61
Environmental Smoking Prevention Strategy,

Tobacco Control, Smoke-free Environments
 Availability – Physical and social access to tobacco and

other substances
 Norms – Acceptability of tobacco use and community
regulatory policies related to access to and availability of
tobacco products
 Regulations – Policies intended to control or manage
production, distribution, sales and use of tobacco
 Enforcement – Actions taken by enforcement agencies
and penalties to ensure compliance with regulations
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Evidence-Based Environmental
Interventions and Policies
 Minimum purchase/use age

 Taxation and other pricing strategies
 Responsible selling and serving practices
 Restrictions on alcohol and tobacco advertising &
promotion
 Limiting the physical availability of alcohol & tobacco
 Other “Place-Based” Strategies
 Hours of sale of alcohol
 Drunk-driving laws (DUI – Driving Under the Influence)
 Tobacco-free workplaces
 School “zero tolerance” policies
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Tobacco Control: Smoke Free (SF)
Environments
STAKEHOLDERS
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Small-Group Exercise: Evidence-Based

Prevention Interventions Logic Models
Please form small groups 3-4 persons
See Worksheet 7.72.2.6-Examples of Evidence-Based Prevention Intervention Logic Models
Small groups: 15 minutes; Report out: 15 minutes
 Complete chart with Inputs, Activities, and Outcomes
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WORKSHEET 7.72.2.6- EXAMPLES OF EVIDENCE-BASED
PREVENTION INTERVENTION LOGIC MODELS
Below are examples of logic models for LifeSkills Training, a school-based substance use
prevention curriculum and Smoke-Free Environment, an environmental strategy used in
workplaces and other public places.
For your assigned model, please identify: Inputs, Activities, and Short-, Intermediate-,
and Long-Term Outcomes.
LifeSkills Training
LifeSkills Training (LST) – Gilbert J. Botvin
THEORY STRATEGIES/ IMMEDIATE INTERMEDIATE FINAL
ACTIVITIES OUTCOMES OUTCOMES OUTCOMES
LifeSkills Provider Training Workshops

 National Health Promotion Associates (NHPA) teach
LifeSkills Providers (teachers, school counselors,
Providing youth with prevention specialists, etc.) the theory, research, and
Students
effective social skills rationale of the program demonstrate
and self-management  Providers learn teaching skills, how to adapt the increased knowledge
skills, such as curriculum to meet local needs, and develop methods about and modified
communication and to overcome instructional and institutional normative
anxiety management implementation barriers expectations
Students concerning
(UNIVERSAL, skills, decreases
consistently attend substance use
SELECTED) motivation to use
school and actively
drugs and vulnerability Cognitive Behavioral Skills Training
participate in
Elementary to social influences Sessions use lecture, discussion, coaching, and practice
Elementary School Curriculum program sessions Students develop a
School Students that support drug use
24 (30-45 minutes) class sessions taught over 3 years higher self-esteem,
(Ages 8 to 11) (8 sessions each year) and feel confident
Middle/Junior High School Curriculum to resist peer &
Middle 30 (45 minute) class sessions taught over 3 years media influences to
School Students Providing youth with
(15sessions in the first year, 10 sessions in the second year, Students gain use tobacco/
(Ages 11 to 14) social resistance skills, and 5 sessions in the third year)
such as drug refusal knowledge about alcohol/drugs
High School Curriculum the misconceptions Lowered
High and media analysis 10 (45 minute) class sessions taught over 1 year incidence and
skills, helps youth of substance use
School Students Students prevalence of
make healthy Sessions focus on: and learn effective
(Ages 14 to 16) demonstrate an cigarette
decisions, promotes General Social Skills coping skills to
improvement in smoking,
antidrug attitudes, and  Overcoming shyness
resist negative social
healthy marijuana use,
corrects normative pressures
 Communicating effectively and avoiding communication and and
expectations misunderstandings positive peer immoderate
 Resolving conflicts relationships alcohol use
 Assertiveness skills to make or refuse requests
 Recognizing choices other than aggression or passivity
when faced with difficult decisions Students practice Students use
Personal Self-Management Skills skills learned to problem-solving
 Examining self-image and its effects on behavior manage behavior and decision-making
 Coping with anxiety & anger skills to make
 Setting goals and tracking personal progress healthy choices
 Understanding how decisions are influenced by others
 Analyzing problem situations and considering
consequences of actions
Students are
Drug Resistance Skills introduced to
concepts about
 Recognizing and challenging misconceptions about
substance use (current prevalence rates and social effective
acceptability) communication and
 Understanding short- and long-term consequences of how to build
substance use positive peer
 Education about the addiction process relationships
 Coping with peer & media pressure
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LifeSkills Training
Inputs Activities Short-Term Intermediate Long-term

Outcomes Outcomes Outcomes
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Smoke-Free (SF) Environments
Stakeholders
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Smoke-Free Environments
Inputs Activities Short-Term Intermediate Long-term
Outcomes Outcomes Outcomes
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Summary
Logic Models
 Definition
 Purposes
 Structure
 Linking logic models to the monitoring and evaluation
system
 Limitations
 Examples from two evidence-based substance use
prevention interventions
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Review of List
 Review list made at the beginning of the session

 What have we covered?
 What have we missed?
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Track Practicum #1
 Creating a logic model using one of your current programs

or one that you would like to evaluate (Worksheet 7.72.2.7-
Practicum #1 – Creating a Logic Model for Your Program)
 Complete the logic model as described on the Worksheet
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WORKSHEET 7.72.2.7 – PRACTICUM #1 – CREATING A
LOGIC MODEL FOR YOUR PROGRAM
Instructions: Create a logic model for one of your current or future programs or one
of you are familiar with. Describe the population you are working with, illustrate the full
program (assumptions, external factors, situation, inputs, activities, and outcomes), and
present the IF-THEN logic behind your approach. Use the below descriptions of the logic
model components and empty graphic and your notes and worksheets from the courses
so far as a reference.
Situation: The originating problem, or issue, set within a complex of sociopolitical,
environmental and economic circumstances often at more than one of these levels:
individual, family, community, regional, and societal. The situation is the beginning point
of logic model development
Inputs: Resources needed to design and implement activities. This could be settings
or situational factors, stakeholders (including the priority population), funding, skilled or
unskilled workers, and other potential resources. Some of these may be identified as part
of the assessment process.
Activities: The actions that are needed to meet your objectives. These could include
message development, outreach, partnership building, training, advocacy and
communication. We generally expect that these activities will result in completion of
an educational or structural intervention strategy, meaning that communication will be
completed through various means, communities will be mobilized, or policies will be
passed or enforced.
Outcomes: These are the tangible and direct results of activities. These are specific,
attainable and measurable changes that are likely to occur as a result of activities. These
can be short term (change in determinants), intermediate-term or long-term (behaviors
change as expected from the changes in determinants). Ultimately, we should see changes
in mortality and morbidity related to the health issue of focus, and/or to quality of life for
the priority population.
Assumptions: These are the expectations implicit in your logic model that A will lead to
B, and so on. Exactly how will that occur? What has to be in place for that to occur? The
more complicated the logic model, the more likely you will need to look very closely at
your assumptions of causation – which may (or may not) be correct.
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82
UPC-72 Evaluation
15 minutes
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RESOURCE PAGE 7.72.1- S.M.A.R.T GUIDELINES
• Specific - If you have specific objectives, you should be able to answer the following
three questions:
{ What: What do you want to accomplish?
{ Who: Who is involved (target population) and what are their characteristics?
{ Where: Where is it going to happen?
• Measurable - If your objectives are specific and measurable, you should be able to
establish concrete criteria for measuring progress toward the attainment of each.
{ How will you know when it is accomplished?
{ What indicators will you look for to measure progress and success?
{ Are data to measure your progress and success available? Or do you need to
develop new measures or data collection strategies, e.g., surveys, focus groups?
• Attainable - Given resources available to you, the objectives must be realistic and
attainable.
{ Do you have sufficient financial capacity to accomplish your objective?
{ Do you have personnel with sufficient abilities and skills to accomplish your
objective (including evaluation)?
{ Do you have sufficient time to accomplish your objective?
{ What other types of resources do you need to attain your objective (i.e.,
technology, space, equipment)?
• Result-oriented and relevant - Ultimately, your objectives should help you achieve
your major project goal(s).
{ Is it worthwhile?
{ Is this the right time?
{ Does this align with other efforts/needs?
• Time-bound - Objectives should have starting points, ending points, and fixed
durations.
{ When will you achieve this objective?
{ When will you undertake activities to achieve our objective?
{ When can you expect to see some short- and long-term outcomes?
• Properly stated objectives are action-oriented and start with the work “to” followed
by an action verb
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UPC-72: Logic Models
UPC-72 aims to provide an understanding of what a logic model is, what it includes, why it
is necessary. In addition, it provides the skills necessary for developing a logic model and
using it for monitoring and evaluation.
A logic model like a road map helps you figure out where you want to go, how you will
get there, and know when you have arrived. It tells you how to get from Point A where
you start out to Point X showing what roads you must take and what landmarks to look
out for so you know you are going in the right direction. People call logic models a variety
of different names. Some of these names include program action plan, model of change,
conceptual map, outcome map, and program logic. It is important to note that, each of
these alternative names also shows all the things that you can do with logic models: plan
for action, show change, map out a concept, show outcomes and demonstrate the logic
of a program or intervention.
Module 1 - Definition and Purpose of Logic Models
A logic model explains, usually through a one-page graphic, what you expect to
accomplish, how the work you are planning to do will result in those accomplishments
or objectives, and as well, mentioned earlier, it also provides a roadmap for program
planning and evaluation. Here are some other definitions:
“A logic model is a systematic and visual way to present and share your understanding
of the relationships among the resources you have to operate your program, the
activities you plan, and the changes or results you hope to achieve1.”
“A logic model’s purpose is to communicate the underlying assumptions or
hypotheses that program proponents have about why the program will work, or
about why it is a good solution to an identified problem1.”
A logic model is a series of ‘if-then’ statements that will lead to the desired outcomes. So,
If we identify the substance use problem in our community then we will be able to select
an evidence-based prevention intervention to address it. If we select the intervention,
then we will have changes in beliefs and attitudes that are positive for substance use. If
we change these beliefs and attitudes, then we will see reductions in substance use. This
is a very simplified depiction of a logic model but you can see how it explicitly states the
series of events that have to occur to reach our major objective, reduced substance use.
There are multiple reasons for creating a logic model. Logic models are important at all
stages of developing, implementing, and evaluating a prevention program. They provide
a logical guide as to how the program will work and what its desired outcomes will be, so
that you can plan an evaluation before the program even starts. In sum, logic models are
useful for designing and planning, implementing, and evaluating interventions:
1. Designing and Planning. In the initial design and planning phase, a logic model
helps you develop your strategy and explains your program to others. Logic models
are tools that you can use to make sure everyone agrees with, and understands,
a proposed approach to addressing substance use or other health issue, why it is
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important, how you will know if the program was successful, and what you need to do
to achieve the program’s objectives.
2. Implementation. During program implementation, logic models can serve as a tool
to check and make sure everything is proceeding as planned. They can also help you
focus or re-focus your efforts if you feel yourself going astray or being pulled away
from the established goals. Logic models help everyone get - and stay - on the same
page as to what you need to do and where you are headed.
3. Evaluation. Finally, logic models are important for evaluation. They help you determine
what to evaluate to make sure the program was implemented intended, and whether
the program worked, so that the evaluation results can be used to modify the current
program, develop others, or share the work with others who want to implement similar
programs.
Figure 1. Logic Model Example – Headache
Here’s an example of a logic model. In this case, we have a headache. What do we do?
Our experience may be that certain pills help. So, we need to get the pills (INPUTS). Then
we take the pills (ACTIVITIES), As a consequence, our headache goes away and we feel
better (OUTCOME).
In addition to the situation, inputs, activities, and outcomes, we also have some
assumptions. Let’s think about the assumptions in this example. First, we have to assume
that we can find, or get, the pills we need. Second, we have to assume that we can (and
will) take the pills as prescribed. Third, we have to assume that the pills lead to an overall
improvement – not a stomach ache or other negative side effect. All programs have such
assumptions – and these are often the basis for failure OR results that are weaker than
expected. But, you can see the logic of the diagram and the end results – the impact
that is expected. What really matters isn’t whether we get the pills and take the pills, but
whether we feel better as a result. Getting and taking the pills is just the means to an end.
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This is a very important point: many people think that all you have to do is do something,
and what you want to achieve will follow magically. That is not the case: there are many
reasons why you may not accomplish your objectives which will be discussed later on in
the course.
Logic models involve a mental process and that they show connections and logical links
that we expect will help us achieve our goal. Logic models are used to plan programs of
all sizes and complexity and to outline processes of implementing the program.
Figure 2. Types of Logic Models
Now let’s move on to what logic models look like. A variety of them are depicted above
in Figure 2. Logic models are generally displayed as graphics or charts, they show
relationships and linkages. Any shape is possible but the importance lies in showing
expected connections or if-then logic. So, this can mean that they might be circular,
dynamic, storyboards, etc. It is also helpful to show the direction of expected effects and
decide what level of detail you will display. In summary - logic models should be easy
to understand, visually engaging, appropriate in their level of detail, and reflective of the
context in which the program operates.
Figure 3. Logic Model Example – Smoke Free Worksites
Figure 3 depicts another example of a logic model which is from a program that seeks
to ban smoking in worksites, not only to promote the health of workers who smoke but
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also the health of their colleagues. Though not included in Figure 3, the “Situation” for
this logic model is related to secondhand smoke. Secondhand smoke is responsible for
lung cancer, respiratory symptoms, cardiovascular disease, and worsens asthma. Public
policy change that creates smoke free environments is the best-known way to reduce and
prevent smoking.
Inputs, for this program, include community-based coalitions of individuals and
organizations that seek to improve employee health. These will require both time and
resources – including money – to support initiatives and campaigns to persuade employers
to declare their worksites smoke-free.
Activities conducted under an initiative of this nature may be to strengthen or change
worksite policies concerning smoking, either banning smoking altogether or designating
special areas where smoking is permitted. It may also be helpful to develop community
support for smoke-free worksites, to bring pressure to bear on employers who may
themselves be smokers. Some degree of community organization may also be helpful.
And, of course it is important to organize and implement a prevention strategy in all
targeted worksites.
Outcomes may be divided into short-, intermediate-, and long-term. Short-term outcomes
may include increased community awareness of the risks associated with second-hand
smoke, and the benefit of smoke-free workplaces, as well as support for initiatives to
make workplaces smoke free. Indicators of longer term outcomes may be newspaper
articles and call-in campaigns supporting smoke free workplaces, as well as publication
of alternative model policies that employers may consider for adoption. Even when these
policies are adopted, adherence may be slow in coming, so that monitoring of worksite
compliance may be required. The goal in this example, of course, is fully smoke-free
workplaces. The final impact, or long-term result, should be reduced smoking rates and
reductions in smoking-related diseases.
Module 2 – Logic Model Components
The purpose of the second module is to talk about the components of logic models in
depth. It presents if-then logic and the rationale, assumptions, goals, resources, activities,
outputs, outcomes, and data collection in logic models.
Figure 4. If-Then Relationship Example
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Many people who use logic models talk about them as a series of “if-then” sequences.
If X happens, then Y will happen. If Y happens, then Z will happen. Reading from left to
right, a logic model portrays a series of if-then relationships and shows how the program
creates change. Figure 5 provides an example of an if-then relationship.
First, you have certain starting materials and circumstances, or what resources we
invest into the program or services. If you access these resources or inputs, then you
can accomplish planned activities or outputs, what we actually do. If you complete your
activities as planned, then you will be able to deliver new programs, services or products,
called outputs. If these outputs are created, then you believe certain short-term changes
to important individual and environmental determinants of health will result. If these short-
term changes to determinants happen, then longer term changes to health behaviors and
health outcomes should result, IF your assumptions about your if-then logic are correct.
While the logic model is written linearly using this kind of logic, it’s important to remember
that these processes aren’t entirely linear. Sometimes in the midst of implementing
activities, you might realize that new resources are required. Or your program could
result in short term outcomes and behavior changes that aren’t sustained, requiring
further action. But since the logic model is a simplified view of your program, it’s helpful
to diagram it in a linear fashion like this, from left to right.
Figure 5. Logic Model Components
Here we have a full depiction of a logic model with the components specified. We see
that everything starts with a clear description of the original situation. This sets into
motion how the inputs, outputs and outcomes will flow and how the connections and
relationships between these pieces follow IF-THEN logic. Though often not included in
graphical displays of logic models but still important to articulate, are the assumptions
and external factors that may influence the outcomes, which are included here. The
following bullet points provide more in-depth information about each of the logic model
components:
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Situation The situation or context is the setting of the problem that you are
addressing, which is set in a multi-layered context of factors at the individual, peer,
school, community, regional and (potentially) cultural levels. One of the challenges
that program developers often face is defining what a problem actually is, in such a
way as to be able to communicate concern directly to the public and generate public
support for doing something about it. The situation serves as the beginning point of
the development of the logic model. Relating this back to the Implementation Cycle,
this would be the needs and resource assessment phase.
Inputs, as we have already seen, are what goes into a program. They can be staff,
volunteers, time, money, materials, equipment, technology, or partners. Each one
can be broken down into very specific sub-components, and should be for planning
purposes. Breaking down each specific input in details allows us to think about how
much time will be asked from specific individuals, how much money is necessary to
support a project, what kinds of materials are needed, and what types of partnerships
are required.
Activities are the actions that are undertaken to reach targeted participants or
populations. Here are some examples: recruit program participants, deliver services,
conduct training, develop products, work with media or counseling.
Outcomes, or results, are the changes or benefits for individuals, families, groups,
businesses, organizations, and communities. Outcomes occur along a path from
short-term achievements to longer-term end results (sometimes called impacts).
Outcomes include short-term outcomes (such as changes in awareness, knowledge,
skills, attitudes, perceptions, opinions, motivation, intent) and long-term (such as
changes in behaviors, decisions, and other forms of observable action). There are
a variety of implications for changes in knowledge, skills, attitudes, intent, actions,
behaviors, and policies:
• Change in knowledge might be increased understanding of the nature and extent of
a problem, like workplace smoking, who it effects (both smokers and those exposed
to second-hand smoke), the effects of smoking and second-hand smoke.
• Change in skills might be the ability to say “no” to someone who offers alcohol
products to you.
• Change in confidence might be increased confidence in your ability to say no, which
is sometimes called refusal self-efficacy.
• Change in intent might be intentions to behave in a certain way, such as to join
a coalition of community members dedicated to changing smoking policies in
workplaces.
• Changes in behavior might be for participating youth to develop an array of skills to
decline offers to use marijuana.
• Changes in action might involve local policy-makers making informed decisions
concerning increasing prevention services to communities hard hit by substance use
epidemics.
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• Changes in policies often consist of communities establishing nighttime curfews for
taverns or bars.
The ultimate result of a program is usually referred to as its “impact.” Impacts might be
achieved in one year or take 10 or more years to be achieved. Such long-term impacts
may or may not be reflected in the logic model, depending on scope of the initiative,
purpose and audience of the logic model.
Assumptions underlie much of what we do. It is often these underlying assumptions
that hinder success or produce less-than-expected results. One benefit of logic
modeling is that it helps us make our assumptions explicit. In a 2004 study by Kaplan
and Garrett, assessing underlying assumptions was found to be one of the most
important parts of logic modeling but it is often minimized or overlooked. The beliefs
we have about: the program, the people involved, and how we think the program
will work. Assumptions include our ideas about the problem or situation; the way the
program will operate; what the program expects to achieve; how the participants learn
and behave, their motivations, etc.; the resources and staff; the external environment;
the knowledge base; and the internal environment. Faulty assumptions are often the
reason for poor results2.
External factors influence the way the program operates and are also themselves
influenced by the program. More specifically these external factors include the cultural
and social environment, economic structure, housing patterns, the neighborhood,
family circumstances, values, the political environment, background and experiences
of participants, media, policies and priorities. These are all elements that may affect
the program and its ability to achieve its stated outcomes, over which you are likely
to have little control. These are very, very important to specify, and as you learn more
about how your program fits into its socio-environmental context your list will grow.
For example, community priorities change as community leaders change; what is
important to one will not be important to the next. Concerns about substance use by
community leaders and police will increase or decrease over time, making it more (or
less) easy for you to implement your program and find effects.
Given that outcomes are a very important part of the logic model, we will discuss them
in more depth.
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Figure 6. Chain of Outcomes
Figure 6 depicts some additional examples of short- and long-term outcomes and how
they relate to final impact. In a parenting program, parents reported that they understood
more about the dangers of opioid use and what they could do about it to protect their
children. Children then reported more frequent communications with their parents
concerning the dangers of opioid use and the importance of not sharing medications.
Children report reductions in use of opioids. In a program to reduce the availability of
prescription medications in the community, there are increases in community-based
drop boxes designed to receive and store unused medications, and increases in the
number of medications disposed safely in them, in the short term. Due to the increased
number of medications deposited in the drop boxes, children report that the availability
of medications in their homes decreased, and, later, it was found that fewer children are
reported to have overdosed on prescription medications.
Figure 7. Focus of Outcomes
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Figure 7 provides examples of outcomes across different levels. Specifying the focus of
the level of outcomes is also very important in developing a logic model. Doing so allows
you to tailor each of the components to what the intervention is targeting. For example,
an intervention may be targeted at helping a child prepare for school; this would be an
individual-level outcome. Or the outcome may have to do with a group, like a family
increasing the monitoring of substance use. Another outcome may be at the organizational
or agency level, focusing on a policy that encourages tobacco-free work spaces. The last
two levels are related to systems like family service agencies or communities who might
develop safe and affordable housing situations.
In order to determine whether your program has achieved its outcome objectives, you first
need to identify what those objectives are and ensure that those objectives are clear and
precise. One way to accomplish this task is to write SMART Objectives. SMART stands for
Specific, Measurable, Attainable, Results-oriented, and Time-bound. Developing specific,
measurable objectives requires time, orderly thinking, and a clear picture of the results
expected from program activities. The more specific your objectives are, the easier to see
if your program was delivered as intended and achieved what it was supposed to.
A properly stated objective is action-oriented, starts with the word “to,” and is followed
by an action verb. Objectives cover the “what” and “when,” but not “why” or “how.”
Objectives are stated in terms of results to be achieved, not processes or activities to be
performed. Here are two examples:
• By December of next year, among 6th graders who have been exposed to our program,
we will reduce by 10% the proportion who report that they have tried alcohol.
• Within two years, our community action campaign will increase the number of
medication drop boxes in our region from 10 to 20.
Now, let’s go through what is meant by each of these letters of SMART in detail:
Specific - To make your objective specific, you need to specify what you are trying to
accomplish, what population is being targeted and their characteristics, and where
the change is going to happen.
Measurable - To make your objectives measurable, you should be able to establish
concrete criteria for measuring progress toward the attainment of each. You need to
specify how you will know your objective is accomplished, and what indicators you
will use to measure progress and success.
Attainable - To make your objectives attainable, they must be fully realistic and
attainable. You will need to think about whether you have enough money, personnel
with required skills, time, and other resources to collect the information needed. A lot
of programs promise much more than they can possibly achieve, perhaps to impress
a funding source. Thus, an example of a bad objective would likely be: “Eliminate all
substance use in our community in two years.” Much more attainable and realistic
would be: “Reduce marijuana use in our community by 10% in two years.”
93
Results-Oriented - To make your objectives results-oriented, they must align with
the priorities of your population as well as your funder. If no one in the community
believes that reducing cigarette smoking is a worthy goal, perhaps because other
problems that are entirely unrelated take priority, you are unlikely to capture much
public interest by formulating this objective.
Time-Oriented - To make your objectives time-oriented, they should have specific
should starting points, ending points, and fixed durations. This will allow you to say
with confidence that you will achieve various milestones related to securing inputs,
implementing activities, and seeing (and measuring) short- and long-term outcomes.
When it comes to writing SMART objects, there are four key questions to consider:
1. Who or what will you effect?
2. What behavior are you trying to change?
3. What is the magnitude of the change you desire?
4. When will this change occur?
In Figure 8, we apply these questions to write SMART objectives.
Figure 8. Examples of SMART Objectives
The first column describes who or what you want to effect. Here we have two examples:
families with children aged 10-14 who are participating in the Strengthening Families
Program for Parents and Youth 10-14 and 6th graders who are exposed to a school-based
94
social and emotional learning program. The second column identifies the behavior we
are trying to change. In our first example, we want to change the frequency with which
caretakers communicate with their children and set rules about substance use. In our
second example, we want to change the frequency with which 6th graders are absent from
school. The third column specifies the nature or direction of the change you desire. So,
going back to our examples - in row one we want to see a 50% increase in communications
behavior between parents and their children around substance use and in row two we
want to see a 25% decrease in school absenteeism. The final column specifies the time
period in which we expect the change in behavior to happen. In our first example, we
think this will happen within one year of joining the program, and in our other example we
expect changes to occur by December 2017.
Though logic models can be incredibly helpful when you’re planning, implementing, and
evaluating your program they also have a few limitations, here are some examples:
• Programs are not linear. They consist of dynamic interrelationships that may not
follow a sequential order
• A logic model represents intention, why is hoped for and not necessarily what will
happen
• A logic model focuses on expected outcomes: it should also acknowledge unintended
or unexpected outcomes: positive, negative, neutral
• Challenge of causal attribution - this means the challenge of saying that your
program caused the change in the outcome. The program is likely to be just one of
many factors influencing outcomes. You need to consider other factors that may be
affecting observed outcomes. A logic model does not “prove” that program caused
results – remember, other factors outside your control, and for which you were not
responsible, could have promoted or inhibited the achievement of whatever results
you found.
• A logic model doesn’t address: Are we doing the right thing? Sometimes programs
can cause harm, and damage the very people they are designed to help. For example,
when you put high risk adolescents in a group together, they are more likely to get
worse than to get better.
Module 3 – Examples of Logic Models
The last module in this course provides real examples of logic models developed for
evidence-based interventions. We will first look at an evidence-based school substance use
prevention curriculum, LifeSkills Training, and then at an evidence-based environmental
smoking prevention strategy, Tobacco Control: Smoke-Free Environments.
LifeSkills Training Program
LifeSkills Training is one of the best-known school-based substance use prevention
curricula available. It has now amassed an extensive and solid body of supportive evidence
that demonstrates its effects not only on substance use – including alcohol, tobacco, and
other substances – but also on crime, delinquency, and violence. One of the important
95
things we have learned in prevention research is that many of these multiple youth
behavior problems can be addressed with the same theoretically-based intervention. This
shouldn’t be surprising given that many of these behaviors have the same root causes and
etiology. As its name suggests, the purpose of this program is to teach a variety of skills.
These skills include personal and social skills including decision-making skills, goal setting
skills, analytic skills to assess information on tobacco and alcohol and violence.
The curriculum is designed to be taught in 15 sessions lasting about 45 minutes each. The
curriculum is taught by means of facilitated discussions, structured small group activities,
and scenarios in which students role play various scenarios in which they can practice the
life and social skills they have learned. Note that this curriculum has been evaluated and
found to be effective both in regard to universal populations of middle school students
but also selective, high risk populations of students in alternative high schools. In the
United States, alternative high schools have been developed for students at high risk of
dropping out, or who cannot tolerate typical classroom environments. Note also that the
effects of LifeSkills Training have been tested in reference to students from multiple racial
and ethnic backgrounds. Indeed, most prevention curricula are remarkably robust across
students of differing race and ethnicity.
One of LifeSkill Training’s greatest assets is that it has now been used in multiple countries
worldwide, which provides some assurance that the program transcends particular
languages and cultures. Training is available for teachers; there is also a certification
process for teacher trainers, who help to sustain the program in areas where it was widely
adopted. Technical assistance is also available upon request, as well as tools to assess
teachers’ fidelity to the curriculum guide. We will discuss the importance of maintaining
fidelity, and how to assess it, later in this module. Figure 9 depicts an example of the
logic model that was developed for the program. It was created by Dr. Gilbert Botvin, the
developer of LifeSkills Training3.
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Figure 9. LifeSkills Training Logic Model
Tobacco Control: Smoke-Free Environments Program

The Tobacco Control: Smoke-Free Environments Program aimed to change five main
outcomes:
1. Availability refers to physical and social access to substances. Physical availability
pertains to businesses in the community that sell alcohol, tobacco or other substances
like marijuana or related paraphernalia. Availability can also mean having those
substances present in people’s homes or making these substances available to
minors, for instance. Social availability is about being offered alcohol, tobacco or
other substances by other people, which can also mean going to a social event where
substances are readily available.
2. Substance use norms refers to how acceptable it is to use alcohol, tobacco or other
substances in your community or country, and the extent to which these behaviors
occur in public or private settings. Norms can also be reflected in regulatory policies
that represent the community’s collective attitudes toward substance use. So there
may be different norms for different substances, like tobacco or alcohol and marijuana
or other illicit drugs.
3. Regulations are policies intended to control or manage the production, distribution,
sales and use of alcohol, tobacco, and other substances, including prescription
medications.
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4. Enforcement refers to actions taken by local or national enforcement agencies and
penalties imposed to ensure compliance with regulations. So that could include
imposing a fine or revoking the license of a business for selling alcohol or tobacco
to a young person, or arresting someone for public drunkenness or driving while
intoxicated. So, availability of substances and substance use norms also can be
influenced by regulatory policies and enforcement actions.
Figure 10. Tobacco Control: Smoke-Free Environments Program Logic Model
Figure 10 depicts a logic model for the Tobacco Control: Smoke-Free Environments
Program. It aims to reduce rates of tobacco smoking and diseases related to smoking
by creating smoke-free environments. As we just noted, this follows evidence that such
policies have been effective in reducing secondhand smoke effects, decreasing smoking
rates and by extension, reducing tobacco related disease. Stakeholders may include a
coalition of health, workplace and government organizations who wish to create clean-air
environments free from tobacco smoke.
98
References
1. Foundation, W. K. WK Kellogg Foundation Logic Model Development Guide. (WK
Kellogg Foundation, 2004).
2. Kaplan, S. A. & Garrett, K. E. The use of logic models by community-based initiatives.
Eval. Program Plann. 28, 167–172 (2005).
3. Botvin, G. J. & Griffin, K. W. Life skills training: Empirical findings and future directions.
J. Prim. Prev. 25, 211–232 (2004).
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Colombo Plan Drug Advisory Programme (DAP) Training Series

UPC-72 – Logic Models

April 2020 Edition

PART I – UPC TRACK 7 – MONITORING AND EVALUATION

PART II – TRACK 7: UPC-72

PART III—TRACK 7: UPC-72

April 2020 Edition

Content and Timeline - UPC-72 – Logic Models

“ As a participant in this training, you are part of a rapidly

Individuals working worldwide in the substance

Organizations that act as portals or

ISSUP stands for the International Society of Substance

 There are more than 10,000

ICUDDR stands for the International Consortium of Universities

Learn about specialized addiction programs at universities

Learn about how to apply the latest in research-based

Who funds and supports this

What are the key international organizations which operate

The Colombo Plan Drug Advisory Program (DAP)

The African Union Commission (AUC)

The United Nations Office on Drugs and Crime

The World Health Organization (WHO)

7 Monitoring and Evaluation of

M & E Track: Overview of Courses

Many people say a logic model is a road map that

 Program action plan

 How would you describe them?

 Module 1 – Definition & Purpose of Logic Models

 A depiction of a program showing what the program will do

 Design and planning

Logic Model: Purposes (2/4)

Design and planning

Logic Model Example - Hunger

Large-Group Exercise: Example – Summer

INPUTS ACTIVITIES OUTCOMES

Family Members Drive to beach

INPUTS ACTIVITIES OUTCOMES

What Does A Logic Model Look Like?

 Graphic display of boxes and

Situation: Secondhand smoke is responsible for lung cancer,

Inputs Activities Outcomes Goal

Organize and Increased Adherence

Small-Group Exercise: Logic Model

Please form pairs

Machinery Fertilizer Harvesting

Seeds Labor Ploughing

Feed Planting Feeding

Buildings Manure Crops

Land Plant Waste Animal products

Water Milking Money

Breeding Sun Better health

Inputs Activities Outputs

Underlying a logic model is a series of ‘if-then’ relationships

THEN THEN THEN THEN THEN

Please return to your small groups

Machinery Fertilizer Harvesting

Seeds Labor Ploughing

Feed Planting Feeding

Buildings Manure Crops

Land Plant Waste Animal products

Water Milking Money

Breeding Sun Better health

IF _ THEN _________

IF _ THEN _________

IF _ THEN _________

IF _ THEN _________

IF _ THEN _________

IF _ THEN _________

IF _ THEN _________