Health Education Development/Explain an activity



'Increasingly, funding bodies want to know the logic that makes sense of the plan, in narrative form. This is so they can be assured of a greater clarity of purpose in order to provide for increased accountability for scarce funds and resources.'

You will develop and submit an individual program-logic narrative for a 'youth mental health first-aid' lesson plan for a two-hour session with a nominated 'vulnerable' group in a tertiary setting using a salutogenic approach.

This assignment builds on skills learned and attitudes developed in the tutorials and allows you to demonstrate higher order thinking in terms of applying what you have learned about lesson planning to a new situation.

You will have plenty exposure to this assignment and what exactly a program logic narrative is.

'''This assignment should be equivalent to 1100-words. It is due at 9am, 26 May 2014. Assessment comprises 30% of your overall mark.'''

Criteria

 * 1) Due at 9am, 26 May 2014
 * 2) Equivalent to 1100-words.
 * 3) Use the information about fonts and margins and so forth from the "What do these marks mean?" document. (Remember the critical essay.)

Examples

 * Example 1 forthcoming (exceptional student work published here)
 * Example 2 forthcoming (exceptional student work published here)
 * Example 3 forthcoming (exceptional student work published here)

Structure
1. Problematique: What is the complex situation that your lesson/session, course, program will be engaging and what model or theory are you using the better engage or understand this situation?

2. Purpose: What is the specific purpose of your lesson/session, course, program? What do you aim to achieve?

3. Inputs: Resources including research, infrastructure, workforce, transportation, contextual resources on the day, situational resources, personal resources a. What are the assumptions that shape your thinking about these resources? b. What are the external factors that must be kept in mind?

4. Outputs: What are the activities that you will engage in as facilitators or as participants (and why—see assumptions and what resources will you need in the moment): a. What are the assumptions that shape your thinking about these resources? b. What are the external factors that must be kept in mind?

5. Outcomes: What has changed because of what was done or what has remained in changing circumstances? a. Short term: Process outcomes (purpose acknowledged, process adequate, goals acceptable) and immediate impacts (process)? How do you know this? b. Medium term, intermediate effect: Measurable change in a specific area in six months to a year and how do you know this (impact)? c. Long term: Discernible change in a more general way (what are the more sustainable changes and how do you know this (outcomes)?   d. Assumptions and External Factors	       6.  References