Program Planning
please see attached file for instructions
2 years ago 25
SignatureAssignment.docx
TeenCOPE_ProgramPlanning.pdf
SignatureAssignment.docx
Signature Assignment: Program Planning
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Instructions |
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Read chapters 6-9 of your text book. Your main focus will be on chapter 6 (Mission Statement, Goals and Objectives). Using information you obtained through your needs assessment, you will plan a unique health program and develop a goal statement, objectives and activities/strategies for your program in 2–3-pages. Research what works and what doesn’t. Be creative and think outside the box – based on your research what do you think would help minimize the health problem? Checklist · Start this assignment on the same file/paper as your Needs Assessment. You will add this on to what you turned in last week. · Read the Program Planning sample(s) before you start ( PLEASE NOTE: the samples provided are longer than you are required to submit. You should be able to address all required information in 2-3 pages) Teen COPE_Program Planning.pdf · Address and discuss all BOLDED items below · Use at least 2 sources from your textbook, government reports or scholarly/peer reviewed journals · List all references (sources) at the end in correct APA 6th Edition format and in alphabetical order · Cite each reference on your reference list at least once inside the text of your paper · Do not use any quotations in your paper – write everything in your own words · Proofread what you wrote · Grade what you wrote using the Program Planning rubric · Utilize NU resources (see Resources below) to help with your paper
Program Planning · Goal Statement: Provide a simple and concise program goal. It should include the priority population and what will change as a result of the program (see pg. 132-142) · Process Objectives (see box 6.6 ; Table 6.2) · Activities & Strategies for Reaching Process Objective(s) · Learning Objective(s) (see box 6.6 ; Table 6.2,) · Activities & Strategies for Reaching Learning Objective(s) · Behavioral Objective(s) (see box 6.6; Table 6.2) · Activities and Strategies for Reaching Behavioral Objective(s) · Environmental Objective(s) (see box 6.6; Table 6.2) · Activities and Strategies for Reaching Environmental Objective(s) · Outcome Objective(s) (see box 6.6; Table 6.2)
At least two process, two learning, two behavioral and two environmental objectives are required but often times more are included. Only one outcome objective is required ( Tip: for your outcome objective think of restating your goal statement as a well-written objective).
Make sure ALL objectives are written following SMART guidelines and are objectives that are relevant to the program and which could be realistically achieved. Objective(s) should be properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).
Specific and detailed activities and strategies to reach each process, learning, behavioral and environmental objective should also be described. The activities should be appropriate for the priority population and are likely to bring about behavior change to meet the stated objective. Include: · Health Promotion/Education Materials: Describe in detail, health promotion/education or other program materials needed for activities or to reach each objective · Timeline : Create a GANTT Chart ( Chapter 11, Figure 11.2) that includes due dates (program timeline) for activities and demonstrate progress towards completing the activity and reaching the objective. Resources http://library.nu.edu RefDesk@nu.edu NU library chat: http://nu.libanswers.com/ Writing Center: https://www.nu.edu/studentservices/writingcenter/ Writing Skills Handbook: found under the “Student Resources” link in the course |
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Due on Apr 28, 2024 11:59 PM Available on Apr 7, 2024 12:01 AM. Access restricted before availability starts. Available until Nov 19, 2024 11:59 PM. Access restricted after availability ends. |
Bottom of Form
TeenCOPE_ProgramPlanning.pdf
PRECEDE-PROCEED Phase 4: Intervention Strategies
Program Goals, Objectives, and Interventions
Goal Statement:
• To increase awareness and knowledge of depression and anxiety to students at Shasta
High School
• To reduce stigmas related to depression and anxiety of the students at Shasta High School
• To reduce and prevent depression and anxiety symptoms of students at Shasta High
School
1.1 Process Objective: Prior to the start of the program, program leaders will receive
authorization from the Shasta County Office of Education to execute the Teen COPE program.
1.1 Activities/Strategies: In order to execute the Teen COPE program, program leaders will set
up a meeting with the Shasta County Office of Education to discuss our program plan for Shasta
High School. After receiving authorization to execute the Teen COPE program, timeline
activities will progress.
1.2 Process Objective: Prior to the start of the program, the program planners will establish
confirmation of a local teen mental health and wellness expert to be a guest speaker to all the
students of Shasta High School.
1.2 Activities/Strategies: Program planners will seek and have confirmation and schedule
prepared with a local teen mental health expert to be a guest speaker for our presentation.
1.3 Process Objective: Prior to the start of the program, a tech-based expert will create a mobile
application for the school and update the school’s website.
1.3 Activities/Strategies: A tech-based expert will be hired and scheduled to create a mobile
application for the school and a community/wellness resources page/section will be added to the
mobile app and school website, as well as information on local community resources, videos,
teen help line, and other resources.
1.4 Process Objective: Prior to the start of the program, the program staff will prepare age-
appropriate brochures, school-based cognitive behavioral therapy activity worksheets, and health
education power presentations for all the students.
1.4 Process Activities/Strategies: Program staff will gather all information and materials to
proceed to prepare age-appropriate brochures, school-based cognitive behavioral therapy activity
worksheets, and power presentations for all the students.
1.5 Process Objective: Throughout the program, 100% of the students will be in attendance of
two 60-minute sessions.
1.5 Activities/Strategies: The program will be piloted for 8 weeks during after school hours on
Monday, Tuesday, Thursday, and Friday in the school gymnasium. All COVID-19 protocols will
be followed. There are 1500 students at Shasta High School. Each student will participate in 1
program session a month, which will equal a total of two 60-minute sessions during the 8-week
program. We will divide groups by grade level then divide each grade level into group A (last
name A-K) and group B (last name L-Z). Sessions on week 1 and 5 will be for freshmen, week 2
and 6 will be for sophomores, week 3 and 7 will be for juniors, and week 4 and 8 will be for
seniors. Half of group A will participate on Monday and the remaining half on Thursday. Half of
group B will participate on Tuesday and the remaining half on Friday. Attendance will be taken
by a program planner.
2.1 Learning (Awareness)/(Knowledge) Objective: After the presentation, 75% of the Shasta
High School students will be able to identify and list at least two symptoms of depression and
anxiety as well as two positive coping strategies.
2.1 Activities/Strategies: A local teen mental health expert will be a guest speaker. The
presentation will cover awareness and knowledge about the symptoms and stigmas of depression
and anxiety as well as information on local resources and coping strategies. Program staff will
hand out brochures on depression and anxiety which will include information of local resources.
After the presentation, the students will be divided into groups of 5 people to work on an activity
worksheet of symptoms and coping strategies of depression and anxiety. The answer sheet will
be read after the group activity is finished by program staff.
2.2 Learning (Attitude) Objective: After completion of a school-based cognitive behavioral
therapy activity worksheet, at least 85% of the students of Shasta High School will be able to
identify negative thoughts and beliefs and replace them with a healthier, positive thought and
belief.
2.2 Activities/Strategies: Program staff will hand out worksheets to each student. The school-
based cognitive behavioral therapy activity worksheet will require students to identify their
negative thoughts and/or beliefs and replace them with a healthier, positive thought or belief.
2.3 Learning (Behavioral) Objective: During one of the class activity sessions, about 100% of
the students of Shasta High School will practice positive coping strategies that reduce depression
and anxiety symptoms.
2.3 Activities/Strategies: Students will participate in mindfulness breathing exercises as well as
another school-based cognitive behavioral therapy activity worksheet.
3.1 Environmental Objective: After the presentation, 100% of the students of Shasta High
School will have access to the school’s new mobile application.
3.1 Activities/Strategies: As a student activity, students will download the school’s new mobile
application on their smart phones and browse the Community/Wellness Resources section on the
new mobile application and school’s website to locate community resources, videos,
information, and teen help line.
3.2 Environmental Objective: After the end of the program, 100% of the students will be able
to join the school’s new COPE club.
3.2 Activities/Strategies: At the end of the first program session, students will be able to sign-up
to join the COPE club as peer support. Program staff will sign-up students that want to join.
4.1 Outcome Objective: At the end of the program, symptoms of depression and anxiety will be
reduced for 75% of the students of Shasta High School.
4.1 Activities/Strategies: Implement all activities/strategies that cover the program’s objectives.
PRECEDE-PROCEED Phase 5: Implementation
Teen COPE will be implemented in the months of March and April. The pilot test and
revision will be completed during the months of December, January, and February. All students
of Shasta High School will participate in two 60-minute program sessions on their scheduled
days. The students will meet in the gymnasium for a power presentation and other health
communication and health education activities on depression and anxiety.
Gantt Chart
Oct Nov Dec Jan Feb Mar Apr May Jun July Aug
Meeting with SCOE -
Authorization from SCOE --
Prepare brochures and
activity worksheets
---- ----
Prepare power presentation ---- ----
Secure/schedule mental
health expert
--
Secure tech-expert --
Create school mobile app/add
to website
---- ----
Pilot test --- ---- -
Revisions on pilot ---
Pre-test survey for SHS and
comparison school
-
Full implementation for
freshmen of SHS (week1)
-
Full implementation for
sophomores of SHS (week2)
--
Full implementation for
juniors of SHS (week 3)
---
Full implementation of
seniors of SHS (week 4)
----
Post-test surveys for
awareness/knowledge after
presentation
----
Full implementation for
freshmen of SHS (week 5)
-
Full implementation for
sophomores of SHS (week 6)
--
Full implementation for
junior of SHS (week 7)
---
Full implementation for
seniors (week 8)
----
Post-test surveys for attitude,
behavioral, and
environmental
----
Conduct post survey for
comparison school
-
Continue to check on
environmental and behavioral
objectives
---- ----
Evaluate program ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Write final report --
SignatureAssignment.docx
Signature Assignment: Program Planning
Top of Form
|
Hide Assignment Information |
|
|
Instructions |
|
|
Read chapters 6-9 of your text book. Your main focus will be on chapter 6 (Mission Statement, Goals and Objectives). Using information you obtained through your needs assessment, you will plan a unique health program and develop a goal statement, objectives and activities/strategies for your program in 2–3-pages. Research what works and what doesn’t. Be creative and think outside the box – based on your research what do you think would help minimize the health problem? Checklist · Start this assignment on the same file/paper as your Needs Assessment. You will add this on to what you turned in last week. · Read the Program Planning sample(s) before you start ( PLEASE NOTE: the samples provided are longer than you are required to submit. You should be able to address all required information in 2-3 pages) Teen COPE_Program Planning.pdf · Address and discuss all BOLDED items below · Use at least 2 sources from your textbook, government reports or scholarly/peer reviewed journals · List all references (sources) at the end in correct APA 6th Edition format and in alphabetical order · Cite each reference on your reference list at least once inside the text of your paper · Do not use any quotations in your paper – write everything in your own words · Proofread what you wrote · Grade what you wrote using the Program Planning rubric · Utilize NU resources (see Resources below) to help with your paper
Program Planning · Goal Statement: Provide a simple and concise program goal. It should include the priority population and what will change as a result of the program (see pg. 132-142) · Process Objectives (see box 6.6 ; Table 6.2) · Activities & Strategies for Reaching Process Objective(s) · Learning Objective(s) (see box 6.6 ; Table 6.2,) · Activities & Strategies for Reaching Learning Objective(s) · Behavioral Objective(s) (see box 6.6; Table 6.2) · Activities and Strategies for Reaching Behavioral Objective(s) · Environmental Objective(s) (see box 6.6; Table 6.2) · Activities and Strategies for Reaching Environmental Objective(s) · Outcome Objective(s) (see box 6.6; Table 6.2)
At least two process, two learning, two behavioral and two environmental objectives are required but often times more are included. Only one outcome objective is required ( Tip: for your outcome objective think of restating your goal statement as a well-written objective).
Make sure ALL objectives are written following SMART guidelines and are objectives that are relevant to the program and which could be realistically achieved. Objective(s) should be properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).
Specific and detailed activities and strategies to reach each process, learning, behavioral and environmental objective should also be described. The activities should be appropriate for the priority population and are likely to bring about behavior change to meet the stated objective. Include: · Health Promotion/Education Materials: Describe in detail, health promotion/education or other program materials needed for activities or to reach each objective · Timeline : Create a GANTT Chart ( Chapter 11, Figure 11.2) that includes due dates (program timeline) for activities and demonstrate progress towards completing the activity and reaching the objective. Resources http://library.nu.edu RefDesk@nu.edu NU library chat: http://nu.libanswers.com/ Writing Center: https://www.nu.edu/studentservices/writingcenter/ Writing Skills Handbook: found under the “Student Resources” link in the course |
|
|
|
|
|
Due on Apr 28, 2024 11:59 PM Available on Apr 7, 2024 12:01 AM. Access restricted before availability starts. Available until Nov 19, 2024 11:59 PM. Access restricted after availability ends. |
Bottom of Form
TeenCOPE_ProgramPlanning.pdf
PRECEDE-PROCEED Phase 4: Intervention Strategies
Program Goals, Objectives, and Interventions
Goal Statement:
• To increase awareness and knowledge of depression and anxiety to students at Shasta
High School
• To reduce stigmas related to depression and anxiety of the students at Shasta High School
• To reduce and prevent depression and anxiety symptoms of students at Shasta High
School
1.1 Process Objective: Prior to the start of the program, program leaders will receive
authorization from the Shasta County Office of Education to execute the Teen COPE program.
1.1 Activities/Strategies: In order to execute the Teen COPE program, program leaders will set
up a meeting with the Shasta County Office of Education to discuss our program plan for Shasta
High School. After receiving authorization to execute the Teen COPE program, timeline
activities will progress.
1.2 Process Objective: Prior to the start of the program, the program planners will establish
confirmation of a local teen mental health and wellness expert to be a guest speaker to all the
students of Shasta High School.
1.2 Activities/Strategies: Program planners will seek and have confirmation and schedule
prepared with a local teen mental health expert to be a guest speaker for our presentation.
1.3 Process Objective: Prior to the start of the program, a tech-based expert will create a mobile
application for the school and update the school’s website.
1.3 Activities/Strategies: A tech-based expert will be hired and scheduled to create a mobile
application for the school and a community/wellness resources page/section will be added to the
mobile app and school website, as well as information on local community resources, videos,
teen help line, and other resources.
1.4 Process Objective: Prior to the start of the program, the program staff will prepare age-
appropriate brochures, school-based cognitive behavioral therapy activity worksheets, and health
education power presentations for all the students.
1.4 Process Activities/Strategies: Program staff will gather all information and materials to
proceed to prepare age-appropriate brochures, school-based cognitive behavioral therapy activity
worksheets, and power presentations for all the students.
1.5 Process Objective: Throughout the program, 100% of the students will be in attendance of
two 60-minute sessions.
1.5 Activities/Strategies: The program will be piloted for 8 weeks during after school hours on
Monday, Tuesday, Thursday, and Friday in the school gymnasium. All COVID-19 protocols will
be followed. There are 1500 students at Shasta High School. Each student will participate in 1
program session a month, which will equal a total of two 60-minute sessions during the 8-week
program. We will divide groups by grade level then divide each grade level into group A (last
name A-K) and group B (last name L-Z). Sessions on week 1 and 5 will be for freshmen, week 2
and 6 will be for sophomores, week 3 and 7 will be for juniors, and week 4 and 8 will be for
seniors. Half of group A will participate on Monday and the remaining half on Thursday. Half of
group B will participate on Tuesday and the remaining half on Friday. Attendance will be taken
by a program planner.
2.1 Learning (Awareness)/(Knowledge) Objective: After the presentation, 75% of the Shasta
High School students will be able to identify and list at least two symptoms of depression and
anxiety as well as two positive coping strategies.
2.1 Activities/Strategies: A local teen mental health expert will be a guest speaker. The
presentation will cover awareness and knowledge about the symptoms and stigmas of depression
and anxiety as well as information on local resources and coping strategies. Program staff will
hand out brochures on depression and anxiety which will include information of local resources.
After the presentation, the students will be divided into groups of 5 people to work on an activity
worksheet of symptoms and coping strategies of depression and anxiety. The answer sheet will
be read after the group activity is finished by program staff.
2.2 Learning (Attitude) Objective: After completion of a school-based cognitive behavioral
therapy activity worksheet, at least 85% of the students of Shasta High School will be able to
identify negative thoughts and beliefs and replace them with a healthier, positive thought and
belief.
2.2 Activities/Strategies: Program staff will hand out worksheets to each student. The school-
based cognitive behavioral therapy activity worksheet will require students to identify their
negative thoughts and/or beliefs and replace them with a healthier, positive thought or belief.
2.3 Learning (Behavioral) Objective: During one of the class activity sessions, about 100% of
the students of Shasta High School will practice positive coping strategies that reduce depression
and anxiety symptoms.
2.3 Activities/Strategies: Students will participate in mindfulness breathing exercises as well as
another school-based cognitive behavioral therapy activity worksheet.
3.1 Environmental Objective: After the presentation, 100% of the students of Shasta High
School will have access to the school’s new mobile application.
3.1 Activities/Strategies: As a student activity, students will download the school’s new mobile
application on their smart phones and browse the Community/Wellness Resources section on the
new mobile application and school’s website to locate community resources, videos,
information, and teen help line.
3.2 Environmental Objective: After the end of the program, 100% of the students will be able
to join the school’s new COPE club.
3.2 Activities/Strategies: At the end of the first program session, students will be able to sign-up
to join the COPE club as peer support. Program staff will sign-up students that want to join.
4.1 Outcome Objective: At the end of the program, symptoms of depression and anxiety will be
reduced for 75% of the students of Shasta High School.
4.1 Activities/Strategies: Implement all activities/strategies that cover the program’s objectives.
PRECEDE-PROCEED Phase 5: Implementation
Teen COPE will be implemented in the months of March and April. The pilot test and
revision will be completed during the months of December, January, and February. All students
of Shasta High School will participate in two 60-minute program sessions on their scheduled
days. The students will meet in the gymnasium for a power presentation and other health
communication and health education activities on depression and anxiety.
Gantt Chart
Oct Nov Dec Jan Feb Mar Apr May Jun July Aug
Meeting with SCOE -
Authorization from SCOE --
Prepare brochures and
activity worksheets
---- ----
Prepare power presentation ---- ----
Secure/schedule mental
health expert
--
Secure tech-expert --
Create school mobile app/add
to website
---- ----
Pilot test --- ---- -
Revisions on pilot ---
Pre-test survey for SHS and
comparison school
-
Full implementation for
freshmen of SHS (week1)
-
Full implementation for
sophomores of SHS (week2)
--
Full implementation for
juniors of SHS (week 3)
---
Full implementation of
seniors of SHS (week 4)
----
Post-test surveys for
awareness/knowledge after
presentation
----
Full implementation for
freshmen of SHS (week 5)
-
Full implementation for
sophomores of SHS (week 6)
--
Full implementation for
junior of SHS (week 7)
---
Full implementation for
seniors (week 8)
----
Post-test surveys for attitude,
behavioral, and
environmental
----
Conduct post survey for
comparison school
-
Continue to check on
environmental and behavioral
objectives
---- ----
Evaluate program ---- ---- ---- ---- ---- ---- ---- ---- ---- ----
Write final report --