The<unk><unk><unk>  planning<unk>  consists of four planning phases, one implementation phase, and 3 evaluation phases.<unk>  phases<unk>  phases Phase 1<unk>  Social Diagnosis Phase 5<unk>  Implementation Phase 2<unk>  Epidemiological, Behavioral & Environmental Diagnosis Phase 6<unk>  Process Evaluation Phase 3<unk>  Educational & Ecological Diagnosis Phase 7<unk>  Impact Evaluation Phase 4<unk>  Administrative & Policy Diagnosis Phase 8<unk>  Outcome Evaluation Phase 1<unk>  Social Diagnosis The first stage in the program planning phase deals with identifying and evaluating the social problems that affect the quality of life of a population of interest. Social assessment is the "application, through broad participation, of multiple sources of information, both objective and subjective, designed to expand the mutual understanding of people regarding their aspirations for the common good". During this stage, the program planners try to gain an understanding of the social problems that affect the quality of life of the community and its members, their strengths, weaknesses, and resources; and their readiness to change. This is done through various activities such as developing a planning committee, holding community forums, and conducting focus groups, surveys, and/or interviews. These activities will engage the beneficiaries in the planning process and planners will be able to see the issues just as the community sees them. Phase 2<unk>  Epidemiological, Behavioral, and Environmental Diagnosis Epidemiological diagnosis deals with determining and focusing on specific health issue(s) of the community, and the behavioral and environmental factors related to prioritized health needs of the community. Based on these priorities, achievable program goals and objectives for the program being developed are established. Epidemiological assessment may include secondary data analysis or original data collection — examples of epidemiological data include vital statistics, state and national health surveys, medical and administrative records, etc. Genetic factors, although not directly changeable through a health promotion program, are becoming increasingly important in understanding health problems and counseling people with genetic risks, or may be useful in identifying high-risk groups for intervention. Behavioral diagnosis — This is the analysis of behavioral links to the goals or problems that are identified in the social or epidemiological diagnosis. The behavioral ascertainment of a health issue is understood, firstly, through those behaviors that exemplify the severity of the disease (e.g tobacco use among teenagers); secondly, through the behavior of the individuals who directly affect the individual at risk (e.g. parents of teenagers who keep cigarettes at home); and thirdly, through the actions of the decision-makers that affects the environment of the individuals at risk (e.g. law enforcement actions that restrict teens' access to cigarettes). Once behavioral diagnosis is completed for each health problem identified, the planner is able to develop more specific and effective interventions. Environmental diagnosis — This is a parallel analysis of social and physical environmental factors other than specific actions that could be linked to behaviors. In this assessment, environmental factors beyond the control of the individual are modified to influence the health outcome. For example, poor nutritional status among children may be due to the availability of unhealthful foods in school. This may require not only educational interventions, but also additional strategies such as influencing the behaviors of a school's food service managers Phase 3<unk>  Educational and Ecological Diagnosis Once the behavioral and environmental factors are identified and interventions selected, planners can start to work on selecting factors that, if modified, will most likely result in behavior change, as well as sustain it. These factors are classified as 1) predisposing, 2) enabling, and 3) reinforcing factors. Predisposing factors are any characteristics of a person or population that motivate behavior prior to or during the occurrence of that behavior. They include an individual's knowledge, beliefs, values, and attitudes. Enabling factors are those characteristics of the environment that facilitate action and any skill or resource required to attain specific behavior. They include programs, services, availability and accessibility of resources, or new skills required to enable behavior change. Reinforcing factors are rewards or punishments following or anticipated as a consequence of a behavior. They serve to strengthen the motivation for a behavior. Some of the reinforcing factors include social support, peer support, etc. Phase 4<unk>  Administrative and Policy Diagnosis This phase focuses on the administrative and organizational concerns that must be addressed prior to program implementation. This includes assessment of resources, development and allocation of budgets, looking at organizational barriers, and coordination of the program with other departments, including external organizations and the community. Administrative diagnosis assesses policies, resources, circumstances and prevailing organizational situations that could hinder or facilitate the development of the health program. Policy diagnosis assesses the compatibility of program goals and objectives with those of the organization and its administration. This evaluates whether program goals fit into the mission statements, rules and regulations that are needed for the implementation and sustainability of the program. Phase 5<unk>  Implementation of the Program Phase 6<unk>  Process Evaluation=== This phase is used to evaluate the process by which the program is being implemented. This phase determines whether the program is being implemented according to the protocol, and determines whether the objectives of the program are being met. It also helps identify modifications that may be needed to improve the program. Phase 7<unk>  Impact Evaluation=== This phase measures the effectiveness of the program with regards to the intermediate objectives as well as the changes in predisposing, enabling, and reinforcing factors. Often this phase is used to evaluate the performance of educators. Phase 8<unk>  Outcome Evaluation=== This phase measures change in terms of overall objectives as well as changes in health and social benefits or quality of life. That is, it determines the effect of the program in the health and quality of life of the community.
PRECEDE–PROCEED model
Zelen's design
Consensus error grid
CHIVA method
Wiley protocol
NDR Method
Solidarity trial
Mixing study