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Question 1: Briefly describe the plan, provide a hyperlink to it online if possible, and comment on how well it meets the principles that we have discussed this week. Has this discussion of planning principles changed the way that you look at such documents?

Question 2: (150 words)Reply to one student post (respond to the below post) Respectful relationships – school based curriculum Week 11 Planning Respectful Relationships: school-based curriculum There was evidence to suggest that this plan generally meets the principles of each phase of the PRECEDE-PROCEED model(1) for health promotion planning and evaluation. As far as changing the way I look at such documents, it gave me an awareness of the framework and structure which may well have been used in the development of the plan.

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Phase 1&2: Social and epidemiological assessment The needs assessment is based on epidemiological data obtained from UNICEF, National Crime Prevention data and research papers revealing the extent of intimate partner, dating and family violence in Australia.

Phase 3: Behavioral and Environmental assessment: The plan acknowledges the extent of violence across age groups, race and demographics however identifies school aged children as a priority subgroup as frequency and severity of violence in this age-group is increasing. Justification for targeting this age group is supported by referenced research relating to modification of social norms and peer group learning and an acknowledgement that schools can be a site of violence.

Phase 4: Educational and ecological assessment The plan acknowledges the following: Predisposing factors: school as a contributor to the social norms surrounding attitudes about tolerance of violence, exposure to family violence, Reinforcing factors: I couldn’t find any information in the plan regarding the counter-messages that are pervasive in Australian culture, media and film but it’s a big plan and I may have missed it. Enabling factors: Peer influence either rewards or punishes actions and responses of perpetrator, victim and bystander attitudes/behavior.

Phase 5: Administration and policy assessment: there are numerous links to current relevant policies.

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Phase 6: Implementation: The plan addresses guidelines and recommendations in implementing the program and backs these up with research. There seems to be scope for interpretation of the program and local application but not quantifiable and measurable statements of what the program will have accomplished by certain dates.

Phase 7: Process / Impact and Outcome Evaluation: There is consideration of evaluation in the planning process which is good. Timing and frequency of evaluation is considered. Possible research designs are proposed and general variables to be studied are included in the plan. Challenges regarding evaluation of sexuality and violence in teens and children are acknowledged from the outset strategies are discussed.

Question 3: (175 words) have you personally been involved in a process to consult or engage consumers, organizations or communities? This need not be specifically for health promotion.

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