Project/Program Title: Sexual and Reproductive Health

PRECEDE-PROCEED Model Program Planning Outline

Mackenzie Otto & Taylor Dykas (Lesson Plan)
PH 3030: Health Behavior Theory & Program Planning
Date: 26 April 2019

Example PRECEDE-PROCEED Model

The bolded text in each box indicates which ones were targeted by the Phase 4 Intervention
Program.

Example Paper Outline

● Phase 1
○ Discuss how your project’s goal is to improve/increase/enhance your target popu-
lation’s quality of life. Explain what “quality of life” means to your target popula-
tion.
○ Our goal is to inform students on safe sexual and reproductive health practices in
order to avoid unwanted pregnancies as well as STDs/STIs, and any other sexu-
ally related problems that could negatively impact college students. Quality of life
in our target population is focused on being stress free when it comes to sexual
and reproductive health.
○ In other words, what will happen to your population’s overall lives if you success-
fully changed/fixed the health problem you identified below in Phase 2.
○ If successful, our target population will walk away from our table feeling more in-
formed by safe sexual practices, know some resources that HPU provides, feel
like their voice has been heard on what can be improved, and feel less stigma-
tized to talk about sex in a public setting.


● Phase 2
○ Health Topic
■ Name your health topic here.
■ Sexual and Reproductive Health
■ Discuss your target health topic. Why did you choose this particular
health topic? Why is it important for your target population?
■ College is often where people begin to really explore themselves sexually
and, if not properly educated, can result in negative outcomes such as
unplanned pregnancies, STDs/STIs, etc.
■ Share the epidemiological data you’ve gathered (e.g., the questions I
asked on the PowerPoint slides posted on Blackboard).
■ Sexual and reproductive health among young adults is a big problem with
about half of new STD/STIs being among college-aged individuals.
■ Those being affected the most are between the ages of 15-24.
■ As far as the most deadly STD, HIV, young, gay and bisexual males are
most vulnerable.
■ 50% of sexually active people will contract an STI by the age of 25.
■ Almost 1 million people have died of HIV in 2017.
■ STIs/STDs account for $16 billion in medical costs.
○ Genetics
■ According to your research, what have you learned about how genetics
are related to your health topic.
■ Genetics play an important role in sexual health especially with young
women. According to research, maternal age at first sexual intercourse
is a predictor for when their child will have their first sexual encounter.
Young women are more likely to become teenage mothers if their own
mothers had them at a young age. It is also stated that “from the per-
spective of behavior genetics, the existence of genetic variation in ado-
lescent sexual behavior is not only possible but practically inevitable.”
○ Behavior
 ■ According to your research, what have you learned about how behavior is
related to your health topic.
■ According to the CDC:
! As of 2016, 21% of new HIV infections were among ages 13-24
! Of those aged 13-24 diagnosed with HIV, 81% were gay/bisexual
males
! Half of all new STD reports (about 10 million) are among the ages
of 15-24
! In 2016, nearly 210,000 babies were born to teen girls aged 15–
19 years old.
- These statistics suggest that college-aged students are engaging in riski-
er behaviors and are less worried or less informed about sexual health
○ Environment
■ According to your research, what have you learned about how the envi-
ronment is related to your health topic.
■ According to one article, there are various environmental factors that in-
fluence sexual and reproductive health including endocrine factors, envi-
ronmental hazards, diet, situational factors, stress, social and cultural fac-
tors, etc.
○ Talk about how powerful each (genetics vs. behavior vs. environment) is in rela-
tion to the health topic, and identify which has the strongest effect on health.
Also discuss how changeable they are by health intervention programs.
○ I believe that environment and behavior play the biggest role in sexual and re-
productive health because humans adapt to what is going on around them and if
someone, especially aged 13-24, is surrounded by promiscuity then they are
more likely to engage in that sort of behavior.


● Phase 3
○ Predisposing Factors
■ Knowledge, attitudes, beliefs, culture, traditions…
■ Sexuality tends to be stigmatized in America, religious cultures often do
not approve of premarital sex or contraception, etc.
■ Discuss pre-existing characteristics of individuals that affect behavior…
■ As previously mentioned, genetics play an important role in sexual behav-
iors and it can often be measured by looking at a mother’s sexual history
and how her daughter will have similar behaviors.
○ Reinforcing Factors
■ Rewards or punishments that encourage or discourage behavior…
■ To encourage safe sex practices, students will study the information on
our board and answer some questions based on that information in order
to win chances at a prize. After students listen to the presentation on in-
formation at the board, the next table will offer snacks such as fruits with a
chocolate fountain to encourage them to take the quiz.
■ “Punishments” that discourage safe sexual behavior is cost and access of
contraception or lack of information and stigmatization
○ Enabling Factors
 ■ Tools/resources/skills/support/access that individuals need to empower
behavior or environmental changes…
■ Individuals need the influence of celebrities and social media to really
empower change, especially in 2019. People can spend hours a day on
social media and that will be their first source of information they receive..
○ Similar to Phase 2, discuss what you have learned regarding the predisposing,
reinforcing, and enabling factors. Do they affect each other? Do they affect oth-
er variables (boxes)? Talk about how they are all related, and these relationships
should be reflected by the “boxes and arrows” on your model figure.
■ It seems as if all of these factors can affect each other in one way or an-
other regarding sexual health. For example, many college-aged students
may rely heavily on social media for ways to behave and that could affect
the stigma around safe or unsafe sex. These all relate to each other be-
cause the ultimate goal is to inform on safe sex and make people more
comfortable having conversations regarding sex safe practices which our
Phase 1 goal with quality of life. 


● Phase 4
○ Intervention Design
■ In this phase, you will talk about the intervention program (e.g., health fair
activities, classroom lectures) that you have developed based on the in-
formation you’ve gathered from Phases 1-3.
■ The name of the program will be “Addressing Sexual and Reproductive
Health Amongst College Students”
■ The program will be a part of the HPU Public Health Week Health Fair
■ Two students will work the table. One will give the necessary information
while the other works with students on the quiz portion.
■ Supplies include: poster board, construction paper, markers, condoms,
chocolate fountain, flash cards, pens, raffle tickets, fruits, skewers, nap-
kins, mini plates, and hand sanitizer.
■ The program will be marketed through email and flyers posted around the
school.
■ This table at the health fair will go on for 3 hours.
■ This program is targeting college students’ safe sexual and reproductive
health as well as destigmatizing talking about sex.
■ The participants will have to learn the information presented on the board
and then answer some quiz questions in order to receive chances to win
a raffle basket.
■ It could change the social environment of getting people more comfort-
able having important conversations about sexual health.
■ We will target the factors that affect health by making our table a comfort-
able place to talk about sex as well as providing free condoms to take.
■ It will aim to address predisposing, reinforcing and enabling factors be-
cause they are all very important in practicing safe sex.
■ The time and cost of this tabling at the health fair will be able $150 or
less. The time it takes from beginning to end will likely be 2 weeks of
dedicated work.
 ■ The goal of this program is to have college students more informed on
safe sex practices and to choose to protect themselves. It is also a way
for sexual conversations to be brought up in a more comfortable way.
■ This program could be considered successful if even one student uses
the condom that was available. Preventing an STD can save someone a
lot of mental and physical stress. 


● Phase 5
○ Implementation
■ Discuss the 4Ps of the Marketing Mix.
■ Product – What is your program?
■ A course on sexual and reproductive health that is required as a gen ed
for all freshmen at HPU/ a table set up during National Public Health
Week in which students can gain important information on sexual and re-
productive health with a focus on college students in hopes of passing on
information as well as destigmatizing sexuality
■ Price – How much will it cost to your participants?
■ The price will be that of taking any other gen ed/ the price of the tabling
will be between $50-100
■ Place – Where/When will the program happen?
■ At HPU, preferably within a students first year/ front lanai of Loa campus
■ Promotion – How will you advertise your program, and how will you at-
tract people’s attention enough so that they’ll actually want to participate?
■ We want to make the course mandatory but also have sexual and repro-
ductive health fairs at HPU that encourages students to converse about
this topic, learn new and important information, provide resources, as well
as destigmatize sexuality/ we will spread the information by word of
mouth as well as emails being sent out to students about national public
health week and the tablings that PH 3030 is doing that week

● Phase 6
○ Process Evaluation
■ Discuss how you will evaluate and make sure that your team, your pro-
gram, and the strategies/activities of your program will be delivered per-
fectly.
■ To make sure that this program is being delivered successfully, the team
can refer to the detailed PPM and Lesson Plan as well as work together
to make sure all points are being hit.

● Phase 7
○ Impact Evaluation
■ Discuss how you will evaluate and make sure that your program is
achieving its short-term goals.
 ■ A way to evaluate and make sure the program is achieving short-term
goals is to monitor how many condoms are being taken away by students
as well as keeping tabs on the quiz and how successful the participants
were with their answers.

● Phase 8
○ Outcome Evaluation
■ Discuss how you will evaluate and make sure that your program is
achieving its long-term and overall goals.
■ A way to evaluate long-term goals is to keep an eye on STD/STI rates
amongst college students in Hawaii. We could also periodically check for
students interest in having a sexuality class as a gen ed requirement.

References

Bancroft, J. (1993, July). Impact of environment, stress, occupational, and other hazards on sex-
uality and sexual behavior. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/
PMC1519938/

Global HIV & AIDS statistics - 2018 fact sheet. (n.d.). Retrieved from http://www.unaids.org/en/
resources/fact-sheet

Harden, K. P. (2014, March). Genetic influences on adolescent sexual behavior: Why genes mat-
ter for environmentally oriented researchers. Retrieved from https://www.ncbi.nlm.nih.-
gov/pmc/articles/PMC3893311/

Sexual Risk Behaviors Can Lead to HIV, STDS, & Teen Pregnancy | Adolescent and School
Health | CDC. (2019, March 27). Retrieved from https://www.cdc.gov/healthyyouth/sex-
ualbehaviors/index.htm

Statistics. (n.d.). Retrieved from http://www.ashasexualhealth.org/stdsstis/statistics/

Appendix A
Here, include any related documents/materials like lesson plans, charts, flyers, photos, whatev-
er that the reader needs to know to be able to replicate your program perfectly.

!
!

!
!