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PUBH6007 Program Design for Obesity in Children and Adolescent Assessment 2 Answer

Subject Code and Title
PUBH6007: Program Design, Implementation and Evaluation

Assessment 2: Presentation/Report: Program Design and Implementation

Presentation and report submission on discussion board; peer evaluation (via discussion board).
‐20 minute presentation with submission of PowerPoint slides (Max 15) on discussion board in Week 8, and‐ Summary report and completed self and peer evaluation form due Sunday of week 8.

Learning Outcomes
This assessment addresses the following learning outcomes:
  1. Describe and construct a program theory and program logic diagram for a program based on prioritised need
  2. Construct a clear program plan using goals, objectives, strategies and indicators in preparation for implementation and evaluation
  3. Design the implementation of a program, including; stakeholder engagement, communication strategies, and budget and time management strategies
  4. Understand and explain the principles of evaluation, types of evaluation, ethical issues and roles of an evaluator
  5. Develop knowledge of how to conduct an evaluation of processes, impacts and outcomes of a program


For Assessment 2, you will give a presentation on a designed program – planned to address an identified need in your community, or service. You will focus on a prioritised need for developing this plan.

Assessment Description: Presentation:


‐A program logic diagram for a program based on prioritised need

PART 2: A clear program plan that discusses the following:

  1. The overarching goal of the program (the overall aim that you want to achieve via your program),
  2. Objectives (specific desired changes that will help to meet the overall goal). There should be at least 3 objectives
  3. Strategies (how you will go about achieving your aim and objectives; the activities that will contribute to the achievement of the objectives);
  4. Risks or Challenges (Identify any potential challenges to the program)

    What may occur that can put the program at risk, what are the challenges, and how will you address them? (for example, people may not enrol?)

  5. Resources required (Financial, Physical, Human)

a. (use this link for budgets‐a‐project‐and‐ evaluation‐plan/budget/budget_overview.cfm

PART 3: Summaries/self‐peer evaluation (20%)

  • Prepare a 2 page (1000 words) summary report incorporating all the sections of the presentation in brief. Use the same headings as the presentation.
  • Complete the self and peer evaluation forms

Combine the 2 documents (summary and self‐peer evaluation forms) into one PDF file, and submit on Blackboard.

References and Resources:

For the presentation, you may use the planning process on PEW (Planning and Evaluation Wizard, Flinders University at complete your plan in table form.

Ensure that your objectives and strategies are SMART: Specific, Measurable, Aligned, Realistic/Relevant, and Time‐bound). Where possible, include multiple levels of action and multiple settings for your program (see Keleher et al, 2008 p124‐129 and Round et al, 2005 p7‐9)

Go to :‐a‐project‐and‐evaluation‐ plan/developing‐a‐project‐and‐evaluation‐plan_home.cfm

This link provides you with an example of a completed plan and a blank form Use the example, to prepare the table first:

  • a title for your program,
  • goals
  • 3 objectives that your program seeks to achieve
  • strategies to implement these objectives
  • process indicators (to monitor if the process of implementation is working)
  • data collection methods (for eg: documentation, collecting data from patients, views on websites etc)
  • Impact/Outcome measures ( for eg: people who are exposed to this program will report..)
  • Data collection methods ( for eg: survey people in the program) This link has some examples of clear goals, objectives for varied plans.‐a‐project‐and‐evaluation‐ plan/planning‐zone/goals‐and‐objectives/examples.cfm

Examples of good strategies for programs are on this link:‐a‐project‐and‐evaluation‐ plan/planning‐zone/strategies/examples.cfm

Use this link to get a checklist if you are on the right track with strategies:‐a‐project‐and‐evaluation‐ plan/planning‐zone/strategies/checklist.cfm

Assessment criteria: (Presentation – 25%) – see Learning Rubric on Following pages

  • Demonstrates ability to present a clear program logic diagram, goals, objectives, strategies, process indicators and evaluation plan, using the SMART criteria (40%)
  • Demonstrates critical reasoning and analysis skills in presenting a coherent rationale and outline for the proposed program, identifying potential implementation issues including resources and challenges (35%)
  • Group cohesion is reflected in the presentation (15%)
  • General assessment criteria (10%):
    • Provides a lucid introduction
    • Demonstrates a capacity to explain and apply relevant concepts
  • Justifies all the work presented with sufficient evidence support
  • Provides a logical summary.
  • Correctly uses professional language in presentation with grammar, tense and accuracy and references footnoted.

Assessment criteria: (Summary/Self‐Peer Evaluation – 20%) – See Learning Rubric on following pages

  • Demonstrates ability to summarise highlights of the program design, implementation and evaluation program (40%)
  • Demonstrates critical reasoning and analysis skills in presenting a coherent rationale and outline for the proposed program, identifying potential implementation issues including resources and challenges (35%)
  • General assessment criteria (10%): Demonstrates ability to correctly use APA referencing as a group, with references clearly identified.
  • Self and Peer Evaluation forms (15%)



Describe and construct a program theory and program logic diagram for a program based on prioritised need 

Obesity in Children in Australia could be due to two basic factors. The cause of the problem could be internal or external. Based on these two choices, the program theory can be developed further. 

If the problem is due to Internal Factors, then the program theory can be further classified into three sub-groups. The root of the problem could be due to personal eating habits. Personal eating habits include the daily meals that an individual consumes in a regular manner. A recent survey reveals that a minimum of three serves of discretionary foods for children and a 7 serves for adolescents is required in a day (The Conversation, 2018). 

Serves of discretionary food required for children and adolescents

Figure 1: Serves of discretionary food required for children and adolescents

Source: (The Conversation, 2018)

However, from the report, it is evident that children are having more than 3 serves a day (The Conversation, 2018). This has been the main cause of obesity in them.

The second reason could be due to the family pedigree. It has been medically proven that obesity might run in the family. There is only one solution if the problem is with a family pedigree that is to seek professional medical help. The third reason could be an unhealthy consumption of food apart from improper eating habits (Hayes et al. 2016).  From a recent survey, it has been evident that only 5% or fewer children in Australia have been eating the recommended healthier food items like vegetables (Han, 2017).

Consumption of discretionary food per day

Figure 2: Consumption of discretionary food per day

Source: (Han, 2017)

Separate remedies for each of the causes have been provided in the program logic diagram below. If all the suggestions fail, the fail-safe is to seek professional medical help and maintain a proper diet chart.

The second reason for obesity is due to external factors. There are two subparts of external factors, either outdoor eating habits or environmental factors. Again the fail-safe will be to seek professional medical help (Dyer et al. 2017). In a few cases, external issues can only be resolved by the government. These issues are due to environmental factors. Moreover, awareness about obesity and healthy eating habits is necessary for the country. The Australian government or non-profit organisations can create awareness programs for the same. 

The reason for obesity in children and adolescents is generally bad eating habits and unawareness about various harmful effects of fast-food, junk-food, and so on. Thus, the program logic diagram for the above-mentioned algorithm has been given below. 

program logic diagram

Understand and explain the principles of evaluation, types of evaluation, ethical issues and roles of an evaluator.

An evaluation has a diverse characteristic. It depends on the following factors: 

  1. Case Study on obesity
  2. Survey Research
  3. Statistical analysis of junk food consumption in Australia
  4. Model Building for reducing down the issues of obesity

The basic principle of evaluation lies in the modus operandi of the evaluator and differs on the basis of personal choice, but the application is technical and common in nature.

There are many types of evaluation of junk food consumption in Australia that depends on the nature of the result the evaluator wants to achieve those are:

Formative Evaluation

These evaluations generally occur during the research process.

Summative Evaluation

This evaluation takes place at the end of the research.

Process Evaluation

Process evaluation focused on the implementation and practicality of the process

Impact Evaluation

As the name suggests, it focuses on the impact of the program on the outcome; it is based on. 

Outcome Evaluations

It measures the short term effect of the program.

Apart from all the above-mentioned technicalities, there are various ethical grounds which an evaluator has to keep in mind. While evaluating the obesity prevention program does not matter which evaluation technique or principle the evaluator is using, they have to make sure that the studies and outcomes are technically correct and reflects the statistical data (Posavac, 2015). The results and observations should not be manipulated on the basis of personal preferences and adhere to the recorded data. Personal bias should be avoided at all costs. 

The role of an evaluator includes that they maintain all the ethical constraints in restricting the unhealthy food consumption in children and adolescents in Australia. Along with maintaining these constraints, personally, an evaluator should implement the same within the program if it exists. The role of an evaluator also consists of supervising each and every step cautiously to avoid as much error as possible. The result obtained should be checked and verified with other surveys as conducted by previous researchers on obesity in Australia and judged for practicality and applicability.

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