PHASE 1: Social diagnosis

In this phase, social problem that can affect the quality of life of target population are identified and
evaluated.

During this phase, programmer try to figure out the connection between social problem and quality of
life affected resources availability, needs of given population, readiness of community people towards
the change and determine desired outcome.

Information regarding social problem is gained by using various methods such as interview, focus group
discussion, surveys, community forums etc.

PHASE 2: EPIDEMIOLOGICAL DIAGNOSIS

Health problems associated with quality of life is determined in epidemiological diagnosis.

Primary or secondary source data are used for acquiring required information.

It seeks to identify the specific health problems and non health factors associated with poor quality of
life.

Health problems are described on the basis of time, place and person.

Priorities are set within health problem and with target population.

Epidemiological data includes vital statistics, disability, incidence, prevalence etc.

PHASE 3: Behavioral and environmental assessment

Behaviors, practices, lifestyle, environmental factors are determined affecting health problem identified
in phase 2.

This assessment facilitate planner to prioritize behavior which will be targeted in intervention program.

Behavioral diagnosis analyzes behaviors that influence the problem identified in phase 1 and 2.

Environmental diagnosis analyzes physical and social environment that would affect the behavior of the
individual.

Non behavioral factors include factors such as climate, workplace, availability and adequacy of health
institutions.

PHASE 4: Educational diagnosis

In this phase, predisposing, reinforcing and enabling factor that may support or form barrier to changing
environment.

Predisposing factor It includes any characteristics of individual or population that affects personal
motivation to bring change in their behavior. It includes:

Knowledge

Beliefs

Values

Attitudes

Norms etc

E.g. believe that smoking harmful for health.

Reinforcing factors. Reinforcing factors are feedbacks from others which may be positive or negative;
continued reward, incentive can motivate repetition of certain behavior. It includes:

Reward/Punishment

Peer influence

Teacher

Family etc.
E.g. peer pressure for smoking.

Enabling factors. They are social and environmental factors that enable motivation attain specific
behavior.

Availability

Access

Health related laws

Resources

Skills

E.g. cigarette is readily available in market.

PHASE 5: Administrative and policy diagnosis

It identifies administrative and policy factors which should be focused before program implementation.

Policy diagnosis: it analyzes if goals/ objective of program is compatible with that of organization.

Administrative diagnosis: it analyses policies, resources in organizational situation that facilitate or

hinder development of program.

PHASE 6: Implementation of program

In this phase, planned program is put into action in targeted population.

PHASE 7: Process evaluation

In process evaluation, implementation process is evaluated; it helps to determine if the program is being
conducted as planned and helps to bring modification if necessary to improve the program.

PHASE 8: Impact evaluation

This evaluation is carried out immediately after implementation of program.

It helps to determine effectiveness and efficiency of the program as well as change in predisposing,
reinforcing and enabling factors.

PHASE 9: Outcome evaluation

It evaluates if the program implemented produce effect favorable to outcomes identified in phase 1.

It measures achievement of overall objective of program and change in quality of life.

It determines effect of program in health and quality of life of the community.

In the ecological model health status and behavior are the outcomes of interest (McLeroy, Bibeau,
Steckler & Glanz, 1988, p. 355) and viewed as being determined by the following:

Public policy — Local, state, national, and global laws and policies.

Includes polices that allocate resources to establish and maintain a coalition that serves a mediating
structure connecting individuals and the larger social environment to create a healthy campus. Other
policies include those that restrict behavior such as tobacco use in public spaces and alcohol sales and
consumption and those that provide behavioral incentives, both positive and negative, such as increased
taxes on cigarettes and alcohol. Additional policies relate to violence, social injustice, green policies,
foreign affairs, the economy, global warming.

Community — Relationships among organizations, institutions, and informational networks within

defined boundaries.

Includes location in the community, built environment, neighborhood associations, community leaders,
on/off-campus housing, businesses (e.g., bars, fast food restaurants, farmers markets), commuting,
parking, transportation, walkability, parks.

Institutional factors — Social institutions with organizational characteristics and formal (and informal)
rules and regulations for operations.

Includes campus climate (tolerance/intolerance), class schedules, financial policies, competitiveness,

lighting, unclean environments, distance to classes and buildings, noise, availability of study and
common lounge spaces, air quality, safety.

Interpersonal processes and primary groups — Formal and informal social networks and social support
systems, including family, work group, and friendship networks.

Includes roommates, supervisors, resident advisors, rituals, customs, traditions, economic forces,
diversity, athletics, recreation, intramural sports, clubs, Greek life.

Intrapersonal factors — Characteristics of the individual such as knowledge, attitudes, behavior, self-
concept, skills, and developmental history.

Includes gender, religious identity, racial/ethnic identity, sexual orientation, economic status, financial
resources, values, goals, expectations, age, genetics, resiliency, coping skills, time management skills,
health literacy and accessing health care skills, stigma of accessing counseling services.