+1(978)310-4246 credencewriters@gmail.com

(Hi, this is like a project combine few program sections, and around 50% I’ve been done on the pages, and need help on the rest and finalize them into ONE DOC, thank you

And, it’s focusing on: improving mental health issue among Asian American in Santa Clara County/ SF Bay)

Introduction: The PH

159 Request for Proposals (RFP)

Assignment Goal:

To have students utilize research and evidence

-based approaches to create and

submit a Health Promotion Program Plan and Proposal similar to those used in the public health

profession t

o secure funding for a public health project.

Proposal Section: &

Minimum pages

– Problem Statement:


– Goals and Objectives:


– Theoretical Framework:


– Strategies and Activities:


– Implementation Plan:


– Ethical



– Implementation Barriers & Facilitators:


– Evaluation Plan:


– Budget:


– Conclusion:

1 paragraph

Total Pages Allowed:



(Hello again, as the full guideline is attached, the section list “(ATTACHED)” means done, and I need help on the rest, thank you)

San José State University
Department of Public Health and Recreation
One Washington Square
San José, California 95192-0052
Request for Proposals (RFP)
Community Health Promotion Programs
RFP No. PH159 – Fall 2020
Issued by Course Instructors:
Leena Bhalerao, Anji Buckner, Catherine Doyle,
Isabella Garcia, Felicia Noonis, & Kevin Roe
*Fall 2020 Important Due Dates*
Problem Statement
Bidder Conference
Program Proposal
Poster Showcase
RFP Table of Contents
Introduction: The PH159 Request for Proposals
Community Health Promotion Perspective
Academic Writing
Proposal Submission
The Program Plan
Abbreviated Problem Statement
Goals and Objectives
Theoretical Framework
Strategies and Activities
Implementation Plan
Ethical Considerations
Implementation Barriers and Facilitators
Evaluation Plan
The Proposal
RFP No. PH159 – Fall 2020
Required Elements and Order
Proposal Submission Checklist
Introduction: The PH 159 Request for Proposals (RFP)
Assignment Goal: To have students utilize research and evidence-based approaches to create and
submit a Health Promotion Program Plan and Proposal similar to those used in the public health
profession to secure funding for a public health project.
Course Learning Outcomes (CLO) met with the successful completion of this assignment. Students will
be able to:
1. Assess the source and quality of health information and data, as related to individual and
community health.
2. Demonstrate understanding of health promotion and disease prevention by analyzing
community data, including demography, health statistics, risk and protective factors,
social/environmental context, community design, history, dynamics, current health-related
challenges and opportunities.
3. Write clear and effective program process, impact, and outcome objectives.
4. Apply intrapersonal, interpersonal, organizational change, behavioral and social science
theories and ethical concepts to effect change in a community through a health promotion
5. Utilize evidence-based program planning models and best practices to create an original
community health promotion program plan.
6. Design a comprehensive program implementation plan using a variety of planning tools
used in professional practice.
7. Recognize basic evaluation methods and demonstrate ability to develop an evaluation plan
to assess one of the program’s primary objectives.
8. Identify funding resources for health promotion programs and develop a detailed and
realistic program budget.
9. Write a grammatically and stylistically correct health promotion program proposal that
adheres to professional expectations in appearance and submission, and responds to all
elements of a formal request for proposals.
This Request for Proposals (RFP) provides the detailed guidance needed to develop and submit a
document and supporting appendices that meet all the required elements for the PH 159 Health
Promotion Program Plan assignment. It is modeled after RFPs that are used in health care, social
service, government, and community-based agencies to make decisions about funding health promotion
programs and research projects. Many of its core elements are also included in RFPs issued by
corporations or foundations that provide grants and financial support to community groups or
organizations for a wide variety of events, services, campaigns, and special projects. The skills that will
be developed and refined through this assignment will serve the author well in the future.
This RFP is the detailed roadmap for the assignment, providing specific instructions and valuable
information for use at various points, from initial orientation through the final submission. To address
questions about the RFP and the proposal process, there will be a Bidder’s Conference, which is a
meeting where people submitting proposals can ask questions, in class on Wednesday, 9/30/2020. It is
expected that students will come with questions and actively participate during the Bidder’s Conference.
● To become oriented to the PH 159 proposal, read the RFP very carefully to understand what
is required, what is ahead, and how to organize time, resources, and priorities to address all
the requirements and meet the deadlines.
● As work progresses on specific sections, re-read the RFP instructions for that section. Make
sure everything that is required is covered and following section-specific formatting
RFP No. PH159 – Fall 2020
● As attachments and front matter are developed, review the RFP to make sure everything is
included that is necessary, and that the order, labeling, and formatting are exactly as
● As documents are finalized, re-read the entire RFP (which will have been memorized by
then!) to make sure there is nothing that has been left out, that all requirements are met, and
that the plan is ready to submit.
● And then, just before submitting the proposal, review the Proposal Checklist one last time
(provided at the end of this document) to make sure that everything is in place, and that the
document is being submitted exactly as required.
These are the same steps professionals go through when responding to an RFP. Referring to the
guidance often, throughout the entire process, is the only way to guarantee that the proposal has every
single item the funder is looking for, and in exactly the place and format required. If this is messed up
as a student, the grade will suffer. If this is messed up as a professional, the program, agency, and/or
staff may lose funding (and some may lose their jobs!).
The RFP is available on Canvas throughout the semester. However, the instructors encourage
participants to download and print the full document so that it can be marked up, checked off when each
section is completed, and always available, both online and in print.
Notes: The Proposal is worth 35% of the semester grade. The poster and poster showcase are worth 5%.
This is a very important part of PH 159 and success in the major.
RFP No. PH159 – Fall 2020
All proposals are expected to be original work, follow the guidelines of the RFP, and present a rational,
well-designed health promotion program plan that: 1) addresses a priority health issue within a specific
priority population, identified through the research-based problem statement conducted earlier in the
semester; 2) establishes a health outcome goal and related objectives for the program participants, and
the broader community, if appropriate; 3) describes health promotion activities to meet the program
objectives, based on appropriate theories of change, and tailored to meet needs and norms of the priority
population and their community; and, 4) describes the implementation plan, evaluation process, ethical
considerations, and resource needs of the program. The overall proposal and each of its component
elements must be coherent, clearly organized, evidence-based, and adequately referenced.
The proposal can be no more than 25 text pages (not including front matter, references, and required
Community Health Promotion Perspective
This RFP expects an understanding of important core principles of a community health promotion
perspective, including:
1. Assessment, program design, and evaluation within a social-ecological framework. Program
proposals are expected to use a multidimensional framework, understanding that behaviors are
the result of interactions between individuals and their unique social and physical environments.
2. Multiple determinants of health. Health and illness are not determined by one factor or
individual behavior, but rather a combination of factors (risks, assets, resources, options, and
opportunities) that synergistically affect individual and population health.
3. Addressing disparities and root causes of disease/injury/illness. Many individual and
community health challenges are created or exacerbated by systemic inequalities that result in
disparities between groups. Health promotion planning requires collaborative efforts at multiple
levels of the social ecological model to address root causes of poor health and “make the healthy
choice the easy or natural choice”.
4. Respect for diversity and being inclusive of multiple perspectives. Community health
promotion programs best reflect the unique desires, needs, and assets of a community when
interventions are developed from a clear understanding of local perspectives that influence
individual and/or community health. Program goal, objectives, activities, and evaluation
methods must be consistent with the values and norms of the priority population.
5. Relevance and participation. Effective health promotion is respectful, relevant to community
needs and priorities, engaging and meaningful to participants. There are important roles for
insiders and outsiders, from assessment through dissemination of results.
Academic Writing
Each proposal is expected to be an original scholarly product that is well-organized, demonstrates a clear
understanding of community health, flows logically to describe a realistic health promotion initiative,
uses the required headings with appropriate subheadings, and consistently and accurately uses American
Psychological Association (APA) format for referencing literature and source documents. The program
that will be designed will be based on best practices from the professional literature and published
RFP No. PH159 – Fall 2020
community health reports, as well as the author’s (the student’s) thoughtful exploration of strategies and
activities that would work for the identified goals and priority population.
The proposal should be prepared and formatted according to the APA style guide for writing papers and
citing references (7th edition), including:
● A cover page.
● Spacing, margins, and fonts: Double-spaced with 1” margins. Use 12-point Times
New Roman font only.
● Use of headings and subheadings to help organize the paper.
● Correct and consistent use of in-text citations.
● Correct use and labeling of attachments.
● Reference list.
There are several useful online sources for APA style and citations, but a word of caution – these
resources may not be up to date with current APA changes. The most reliable source is the APA
Handbook. In the absence of the text, these online sources may be helpful:
● APA Style and Grammar Guidelines – https://apastyle.apa.org/style-grammar-guidelines
● APA Blog – https://apastyle.apa.org/blog
● SJSU APA Formatting Guidelines https://www.sjsu.edu/writingcenter/docs/APA%20Formatting%20Guidelines-7th%20EditionFinal.pdf
● SJSU APA Citation Guide https://www.sjsu.edu/writingcenter/docs/APA%20Citation%20Guide-7th%20Edition-Final.pdf
● The Purdue OWL at
Writing Expectations
1. Correct use of spelling, grammar, and syntax. Students are expected to edit proposals for proper
grammar, spelling, and syntax. Errors will be noted once and all subsequent errors should be
identified and corrected by the student. Instructor will stop commenting on these types of errors
when any one page has more than 7 errors noted or when 10 total errors have been identified.
Students are expected to improve in writing and seek support as necessary. There are numerous
resources available to assist students in grammatical editing, including Criterion, the Purdue OWL,
the PH 159 course embedded writing tutor, and the SJSU Writing Center.
2. Third person narrative. All components of the Proposal must be written in 3rd person.
3. A proposal that is professional in appearance. Submissions should be presented neatly, in order,
include all components, and be in black ink.
4. Avoid use of directly quoted material. Direct quotes are not recommended in the proposal. If
absolutely necessary, direct quotes must be properly cited and should be no more than 40 words.
5. Resources must be reliable, relevant, and recent. A minimum of five resources are required,
with a mix of recent (published within the last 5 years) peer reviewed journal articles,
governmental and organizational publications and reports.
6. An original proposal that uses the author’s own words and credits the resources that are used to
inform the author’s knowledge and perspective. Plagiarism is taking the ideas or writing of another
RFP No. PH159 – Fall 2020
person and passing them off as one’s own. (A definition of plagiarism can be found in the SJSU
Catalog at http://info.sjsu.edu/static/catalog/integrity.html.) When using ideas that are informed by
someone else’s words or ideas, give the other person credit through a proper in-text citation. When
provided examples of how to write a certain type of message in an article, a book, or a paper,
written by another student, do not copy or just change a few words. Author’s should develop an
original writing style. Assignments that are unoriginal – too close to what is in the books, journals,
or other student papers – will be returned without a grade because they do not represent
original work. Cases of identifiable and unresolved plagiarism will be referred to the SJSU Office of
Academic Integrity and subject to university disciplinary action.
Assignments that are not original (too close to what is in the books, journals, student papers, or other
sources) will be returned without a grade because they do not represent original work. Cases of
identifiable and unresolved plagiarism will be referred to the SJSU Office of Academic Integrity and
subject to university disciplinary action. Information on how to paraphrase can be found on the
SJSU Writing Center’s website, under worksheets:
Proposal Submission
Proposal submission requirements for all PH 159 sections include the following:
1. All proposals must be submitted on time. Late papers will have 5 points per day deducted from the
final score. Deductions will begin 1 minute past the submission deadline and accrue daily (5 points
per day; day runs from 12:00 a.m. to 11:59 p.m. the following day) for up to seven days. Proposals
will not be accepted more than seven days after the deadline. In addition, students who do not submit
their proposals before the day of poster presentations will not be allowed to progress to the poster
assignments, resulting in further point deductions from the semester grade. If you have extenuating
circumstances, reach out to your instructor immediately.
2. Proposals must be no more than 25 text pages, not including front matter, references, and
attachments. This guidance provides information about page limits for each section of the proposal.
Pages that exceed the maximum page allowance (pages 26+) will not be read nor graded. Note: You
may borrow one page or any unused portion of a page, but only from the five sections for which
exceptions are allowed. For example, if you have an unused ½ page from the Theory section, you
can use it in the Strategies section and thus end up with 5.5 pages . . . or the other way around.
Proposal Section
Problem Statement
Goals and Objectives
Theoretical Framework
Strategies and Activities
Implementation Plan
Ethical Considerations
Implementation Barriers & Facilitators
Evaluation Plan
Total Pages Allowed
RFP No. PH159 – Fall 2020
1 paragraph
1 page
3. All final proposal submissions must include a Turnitin Originality Report, with a similarity score
of 10% or less. Proposals with a greater than 10% similarity score need to be revised and
resubmitted. Final submissions with a score greater than 10% require a written explanation justifying
the score. Examples of justification include matching title or headings, and in-text citations and/or
references being noted. Submissions without a score, with “score delayed,” or those exceeding 10%
(and unjustified) will incur late penalty points each day until a score of 10% or less (or a
justification) is available. Additional academic sanctions may be imposed, as outlined in the course
● 3 submissions are allowed in Canvas without a delayed originality report prior to the due
date. After 3 submissions, the system doesn’t allow a new originality report to be displayed
for at least 24 hours. Take note as the paper needs an originality report of 10% or less to be
considered complete and point deductions will occur until all submission requirements are
● If a resubmission occurs after the due date/time, the original Canvas submission needs to
be deleted by the instructor before the student can resubmit. It is the student’s
responsibility to inform the instructor of the need to delete the original submission and point
deductions will occur until all submission requirements are met.
4. The full proposal must be submitted to Canvas.
● Electronic submission via Canvas. The entire proposal must be uploaded as one single
document (including all front matter and attachments). A PDF is the recommended format
for compatibility and assurance of accurate, intended formatting.
● Proposals must be submitted by the date and time deadlines posted to Canvas. Failure
to make the submission deadline(s) will result in penalty points against the proposal’s
overall score.
The Program Plan
A solution to the problem may be proposed, but only after the Problem Statement assignment has been
completed, and the student has a clear understanding of the key factors influencing the selected health
issue among the priority population. The resulting community health promotion program plan is the
heart of the proposal.
The program plan clearly links the priority needs and assets of the community with a thoughtful
community initiative that will influence health outcomes and ultimately improve quality of life among
the priority population. Although grounded in best practices and reports in the professional literature,
this is where students get to use their imagination, creativity, and understanding of community and
environmental and behavioral change.
As with professional proposals, the PH 159 Program Plan has the following required elements:
1) problem statement
2) goal and objectives
3) theoretical framework
4) strategies and activities
RFP No. PH159 – Fall 2020
5) implementation plan
6) ethical considerations
7) implementation barriers and facilitators
8) conclusion
9) evaluation plan
10) budget
Each section relates to all the other sections, resulting in a clear, realistic, and well-justified plan.
The primary writing goals for the program plan are clarity and justification. Approaches must be clearly
stated, logical, and connected to the findings of the five-page problem statement assignment. The
use of best practices and evidence-informed strategies from existing health promotion programs are
required, discovered through the literature review process and other activities (e.g., American Lung
Association Freedom from Smoking program, Centers for Disease Control and Prevention’s Rethink
Your Drink campaign).
Each section of the program plan is briefly described below, including the required elements and format.
The plan (from one-page problem statement through the budget) can be no more than 25 pages.
Page limits for each section are stated above and below. Additional material can be added as
attachments but must be referred to in the program proposal body of text.
1. Abbreviated Problem Statement (1 page)
The proposal begins with a clear and compelling description of the problem the program will address.
Based on the five-page problem statement assignment, this brief section should make the reader aware
of the health issue and its importance, the priority population, the community in which the health
issue and priority population reside, and the need for change. This section must be well documented
with a minimum of five (5) references.
2. Goal and Objectives Table (1-2 page chart in landscape format)
This section moves from describing problems to planning for action that will make a difference.
Goal: The program goal describes the final ideal condition that would exist if the factors that
contribute to the health issue were eliminated, prevented, or modified. What is the big
change that will be achieved? One program goal is required.
Objectives: Objectives are statements of the specific factors the program will achieve to
contribute to reaching the broad program goal. Program objectives must be clearly derived
from the social, epidemiological, and educational assessments of the Problem Statement
assignment. They must also be consistent with the theoretical framework that will inform the
program and be written in SMART+C format.
Objectives address three levels of program activity:
Process objectives – administrative and implementation tasks that will be achieved (i.e.,
numbers recruited, numbers served, coalition formed).
Impact objectives – what participants will be able to do as a result of the program
activities (i.e., at the environmental level: effective advocacy activities, changes in
municipal plans, increased access to key resources, new organizational or community
policies; at the individual level: new skills, new behaviors, enhanced self-efficacy;).
RFP No. PH159 – Fall 2020
Outcome objective(s) – long term change(s) in behavior or health status, or new
environments that will be achieved and sustained as a result of achieving the process and
impact objectives (i.e., increased park use, decreased adolescent sport injuries, increased
vaccination rates, decreased tobacco use). These objectives are a progression from
impact objectives and should occur within 6-12 months of program completion.
Proposals should include a minimum of 9 objectives: one outcome objective for the program
plan; at least two impact objectives for each outcome objective; and, at least three process
objectives for each impact objective. Objectives must show clear connections with each other
and demonstrate a multi-level programmatic approach. A goal and objectives template will be
Expectations for Goal and Objectives section of the Proposal:
1. The provided matrix template must be used for the Goal and Objectives section of
the Proposal.
2. Each program objective must be written in SMART+C format (specific, measurable,
attainable, relevant, time-bound, and challenging). Points will be deducted for each
SMART+C element missing from any program objective.
3. The goal and objectives must be presented in landscape format and embedded in the
Proposal text. Font must be no smaller than 10 pt. Up to 4 points will be deducted for
formatting errors.
3. Theoretical Framework (2-3 pages)
This section describes the theory and theoretical constructs that guide the selection of strategies and
specific activities to address the health issue with the priority population, in the community. Drawing
from the social-ecological perspective, this important section describes the level at which the framing
theory of the program will be applied, (i.e., intrapersonal, interpersonal, institutional/organizational,
community, or policy levels), the core constructs of the selected theory, and why this theory and level
are appropriate for the situation the program proposes to address.
Although the program proposal requires a multi-level approach for this assignment, you are required to
explain your theory at only one level.
4. Strategies and Activities (4-5 pages)
This section describes the strategies that have been selected and the specific activities designed to meet
the program objectives. Detail exactly what will be offered, how, and when, if the proposed program
were to be funded. The strategies and activities selected must be grounded in evidence from the problem
statement and connected to the goal and objectives.
● Strategies are broad approaches to change. Change strategy examples include health
communication, health education, social support, community mobilization, and behavior change.
The strategies selected for the program should be based on the goal, objectives, theoretical
framework, and address at least two levels of the social-ecological framework. They should also
be based on an understanding of the priority population, community, and relevant cultural
RFP No. PH159 – Fall 2020
● Activities are the specific actions that will happen during the program to accomplish the process,
impact, and outcome objectives. An effective program will have a set of interrelated activities.
Clearly describe, in this section, the application of the core theoretical constructs to the proposed
activities (for example, a cue to action from the Health Belief Model might be refrigerator
magnets with a campaign health message or text message reminders to schedule exercise for
today). Health promotion activities include, but are not limited to media campaigns, network or
coalition building, resource development, health fairs, support services, policy advocacy, social
marketing, peer or mentoring programs, information campaigns, and providing resources (e.g.,
food distribution, transportation). Activities must be detailed, specific, measurable, and
connected to the theoretical constructs and related program objectives.
A Logic Model chart is recommended to be included with the proposal, as an attachment, to visually
describe these components and their inter-relationships. All attachments must be cited in the body of
the proposal.
5. Implementation Plan (3-4 pages)
This section describes how to implement the program. Detail exactly what needs to be completed by
program staff, how, and when, if the proposed program were to be funded. A Gantt chart must be
included as an attachment, to visually illustrate the timing of the program. All attachments must be
cited in the body of the proposal. This section is expected to include applicable elements such as:
● Implementation approach and timing (e.g. pilot, phased-in, full)
● The creation and support of advisory groups, coalitions, and/or community partnerships
● Staffing plan, including staff qualifications (desired, expected, required) and potential staff
training (e.g. curriculum training, advocacy training, diversity training)
● Development of program materials and/or curriculum for all program activities, including
training and piloting staff training
● Participant recruitment, including how many participants will be recruited and how participants
will be notified, recruited, sustained.
● Facilities and/or equipment needs for implementation
● Other administrative activities that will support program effectiveness
6. Ethical Considerations (1-2 pages)
This section identifies ethical considerations associated with the health issue, priority population, or
proposed activities. Examples of ethical considerations may include confidentiality, liability,
vulnerable populations, or perceived coercion. Ethical considerations may also be raised by things
that the program does (acts of commission) or does not do (acts of omission). Use this section to
discuss the ethical concerns that are relevant to the program, and how they are addressed in the
program design. Note: At least one example, each, of ethical considerations in reducing
negligence/liability acts of omission and commission must be included.
7. Implementation Barriers and Facilitators (2-3 pages)
This section identifies and discusses factors that may interfere with the program (barriers) and those
which may help it succeed (facilitators). Careful planning will have already dealt with many potential
barriers (e.g., literacy levels, lack of neighborhood safety, lack of trust in health care providers).
Similarly, community assets and outside resources that will enhance program effectiveness should
already have been incorporated (e.g., school administration support, health department resources,
RFP No. PH159 – Fall 2020
national media campaign). This section of the proposal goes beyond that to identify factors that cannot
be directly controlled by the program that may inhibit (barriers) or promote (facilitators) the program
success. Include a minimum of two barriers and two facilitators.
Potential barriers: These are factors in the program design, priority population, or community
context that may negatively affect program outcomes and success. Examples include, but are
not limited to, participant reluctance, competing demands, competing programs, or lack of
political support. Do not use “lack of program funds” as a barrier – the program should be
designed to be implemented within the proposed budget. Every program has potential barriers;
in this section show, a) awareness of them, and b) strategies for overcoming them, should they
Potential facilitators: There may also be factors in the setting or timing of the proposed
program that will facilitate its success. Examples include, but are not limited to, growing public
awareness of the issue, celebrity endorsement, development in neighboring communities,
success of past programs, or involvement of program staff with the priority population. The
discussion of facilitators must include at least one facilitator that is not associated with one of
the barriers that has already been discussed (is not a solution to a barrier). In this section show
a) what the facilitators are, and b) how they can be utilized/built upon.
8. Conclusion (1-2 paragraphs)
The conclusion should provide a formal summary of the proposal and address potential considerations
for program sustainability and long-term viability. For example, if the program is going to be continued,
will additional funding be sought or will various community groups take the lead on key activities? If
the program is going to be institutionalized (offered on an ongoing and permanent basis) by the
organization/agency, how will it be staffed and supported without additional funding?
9. Evaluation Plan (2 pages – 2 matrices/templates in landscape format)
The evaluation should provide a map for how to evaluate whether or not the program objectives have
been met. The program may have multiple impact objectives, the PH 159 Proposal requires evaluation
of only two. The evaluation plan will identify two impact objectives and describe, if funded, the
degree to which those objectives had been met. An evaluation template will be provided for indicating
the selected objectives, indicators, and data sources.
Formatting note for the Evaluation Plan:
1. The provided template must be used for the Evaluation Plan of the Proposal.
2. Each chosen impact objective requires a separate completed evaluation template.
3. The Evaluation Plan must be presented in landscape format and embedded in the proposal
text (not separate or attached as an appendix). Font must be no smaller than 10 pt. Up to 4
points will be deducted for format violations.
10. Budget (1-2 page template)
The budget needed to implement and evaluate the program is the final section of the proposal. The
budget will be presented in a table format and is expected to cover the costs associated with the program
throughout the entire project period. The budget should address both personnel costs and operating
expenses. Donated, or “in kind” resources, that are utilized to support the program are recommended.
RFP No. PH159 – Fall 2020
Sample budget templates will be provided in class. Create a budget for one year of the program. If the
program is 2 or more years, multiply the budget for year one times the number of years the program will
run for the total program budget. In a true multi-year budget changes would be made for each year of the
program (ex. Salary increases, no need for training of new staff, no curriculum development, etc.) but you
do not need to identify those changes for this Proposal.
Formatting note for Budget:
1. Use one of the sample budget templates in the final Proposal.
2. The budget table must be carefully formatted to fit on one to two pages, portrait or
landscape format, and must be embedded in the proposal text (not separate or presented
as an attachment). Font must be no smaller than 10 pt. Up to five points may be deducted
for format errors.
Final Notes:
● The Community Health Promotion Program Plan is developed through a series of worksheets,
participation assignments, and in-class activities designed to facilitate and guide creative and
evidence-based health promotion analysis and intervention design. Instructor and peer feedback
should be solicited and carefully considered when putting the pieces of the program plan
● It is strongly recommended to follow the same careful writing process established for the
Problem Statement paper – planning, time management, and editing during draft development.
● Professional level writing skills are assumed and essential at this level in the Public Health
major. However, writing is a process and every opportunity to write with care, intention, and
good feedback is an opportunity to improve. Regular use of the embedded writing tutor and
online writing supports can really help with style, format, and clarity. The SJSU Writing
Center tutors are a great resource with organization of materials and ideas, but plan and book
appointments in advance (only one at a time are allowed). The PH 159-section instructor is a
great resource for discussing program design and the technical aspects of community health
● Work on the Program Plan and final Proposal will begin when we are about one third into the
course. Be sure to plan for the time and focus needed during those weeks. This part of the course
moves really quickly and progressively!
RFP No. PH159 – Fall 2020
The Proposal
Due Wednesday, December 2nd, at 11:59 p.m. SHARP!
Five points will be deducted beginning at 12:00 a.m. See late policy in this
guidance and the syllabus.
The Community Health Promotion Program Proposal (“the Proposal”) accounts for 35% of the semester
grade. This document should represent the author’s strongest, most accurate, highest quality academic
writing and critical thought. An evaluation rubric will be made available two weeks before the proposal
due date to use as a final self-check of format and required elements.
Required Elements and Order
The full proposal must contain the following items and sections, adhere to APA style for writing
and format guidelines, and be submitted as one complete document (electronically via Canvas).
1. Front Matter (Does not count towards total pages)
● Proposal Checklist: Required with the proposal – you can find this on the last page of this
guidance. Be sure to sign and date, along with checking the boxes of the components you are
● Cover Letter: Business letter briefly describing the proposed program, justification, and amount
of money being requested. This letter is written from the perspective of someone who works for
the organization that will receive the funding and administer the program (e.g., Boys and Girls
Club, TriCity Health Center, Second Harvest Food Bank). A signature and professional contact
information must be provided. The letter should be addressed to the specific section instructor,
using the full department address (1-page maximum).
● Proposal Cover Page: follow APA format. Author’s note not required.
● Abstract: Short overview of the program so the reader knows what the problem is, who
experiences this problem, where the problem is occurring, what will be done to address the
problem, and how that will be accomplished (250-word maximum). Include the word
count at the end of the abstract.
2. Program Plan
● Plan: This is where the full program plan is presented, from the abbreviated problem statement
through the budget. Follow all content and formatting guidelines presented in this RFP.
Remember, final submissions are not to exceed 25 pages.
● Reference List (as long as necessary, does not count towards total pages): The reference list
should be comprehensive and include all resources used to inform the Program Plan. Be sure
that all resources cited in the text appear in the reference list, and that all resources listed in the
reference list are in the body of the proposal. The references must be formatted per APA
3. Attachments: Include a minimum of two. All attachments must be cited in the body of the Proposal.
● Required: Program Gantt chart.
● Recommended: Program Logic Model.
● For the second attachment, submissions may include any (originally developed) attachment that
enhances the program proposal.
RFP No. PH159 – Fall 2020
Proposal Checklist (the first page of the proposal)
Required Element
Proposal is formatted as one document.
Electronic submission: One document, uploaded to Canvas.
Proposal is neat, clean, professional in appearance, complete, and in order.
Proposal Checklist (signed and dated)
Cover Letter (signed).
Proposal Cover Page in APA format.
Abstract (250 words maximum. Include a word count)
Program Plan
Problem Statement
Goal and Objectives (matrix in landscape format)
Theoretical Framework
Strategies and Activities
Implementation Plan
Ethical Considerations
Implementation Barriers and Facilitators
Evaluation Plan (matrix in landscape format)
Budget table (in portrait or landscape format)
References: APA format, check that all sources in paper are on reference page and that all
sources on reference page are in paper.
Originality report for entire proposal is less than or equal to 10% similarity score. If score
is higher than 10% a justification is included.
Two Required Attachments, Cited in the Proposal:
â—» Program Gantt Chart
â—» One additional attachment (Recommend: Logic Model)
Initial each of the required elements and submit this checklist as the first page of the proposal.
RFP No. PH159 – Fall 2020
Implementation Plan
Eunice Lo
San José State University
November 9, 2020
Implementation Plan
The implementation plan will explore the tasks needed to be performed in the
outlined strategies. It explains what needs to be completed, the duration of the tasks, and
individuals who need to perform the tasks. It has also described the materials and
resources required to accomplish each task. The implementation plan promotes the
success of the general strategic plan (Rasnacis and Berzisa, 2017).
Hiring Staff and Recruiting Volunteers
Hiring staff and recruiting volunteers will begin on 1st June and end on 15th June
2021. The individuals to be hired and recruited will be from the community. The leaders
of the project will be the ones recruiting the volunteers and hiring the staff members. The
staff members and volunteers will be needed to facilitate the daily operations of the
project. Staff members hired should meet specific requirements such as having attained
the minimum age limit, being eligible to work in the country, and having appropriate
communication and interpersonal skills. Individuals hired to perform technical duties
should have the necessary qualifications and skills to perform the tasks.
Creating a Marketing and Promotion Plan
The marketing team will perform the role of creating a marketing and promotion
plan. It will commence on 16th June and end on 30th July 2021. This is approximately 44
days. Creating a marketing plan will involve setting marketing goals and objectives and
outlining the actions that will be taken to achieve the set objectives. The marketing team
will conduct marketing research and assessment to determine the elements entailed in the
marketing and promotion plan. The marketing and promotion plan will provide clear
guidelines for what should be done to achieve the set marketing goals.
Training Staff
Training the recruited staff is essential for the employees to gain specific
knowledge and skills needed to achieve the project’s goals (Rimes et al., 2017). The
training session will begin on 6th June and end on 19th August 2021. The staff members
will be trained on how to inform and mobilize the community members on mental health.
The training will improve their communication skills, marketing skills, and social skills,
which are necessary for the project to be completed. The leaders and managers of the
project will participate in the training process together with the hired expertise. The
training process will be essential in enhancing performance by ensuring that the staff
members and the volunteers have reached out to many individuals and spread information
relating to mental health.
Developing Materials
Materials are the necessities and essentials that will be needed to perform the tasks
of the project. The process of developing materials will be from 1st July to 31st
December 2020. The necessary materials required to accomplish the project’s
requirements include computers, stationery equipment, printed T-shirts to be used by
staff members, a venue for holding training sessions, and offering educational programs
about mental health to the community members. The staff members and the volunteers
will carry out the task of developing the materials.
Initiating Program Activities
The program activities will be initiated from 20th August 2021 to 31st December
2021. The leaders of the project will appoint a group leader for every action. Selecting a
group leader is necessary to ensure that everything has been done according to the plan.
The activities that will first be initiated include assembling the materials needed and
training the staff members and the volunteers.
The other activities will involve mobilizing the community members about mental health
issues by the online method. Every action will be allocated the necessary resources. The
leaders of the project will monitor the progress. The activities that will be performed will
be the ones that were included in the program, and no new activity will be performed
unless the leader approves it (Tereso et al., 2019).
Establishing Community Partnerships
Enacting community partnerships is essential to ensure that the project aligns with
the community’s values, norms, and culture. The task of establishing community
partnerships will commence on 1st January 2022 and end on 30th September 2022. It will
involve identifying the local authorities and institutions that can help achieve the project’s
goals and objectives. Parents and guardians will also be included in the community
partnership that will be formed. Other mental health institutions and professionals will be
included to create awareness and offer education about mental health to the community.
Evaluating Program Implementation
Evaluation is done to determine the impact of the project on the community. It is
done to determine if the goals of the project have been achieved. The evaluation process
will start on 10th January 2022 and end on 31st December 2022. The evaluation will be
done by determining the number of mental health issues before and after the
implementation of the program. Decreased cases of mental health issues in the
community indicate that the program has had a positive impact. The program’s evaluation
will also be done to determine the areas that need to be adjusted and improved to promote
positive outcomes (Rasnacis and Berzisa, 2017). The evaluation process will be done by
the leaders and managers of the program.
Rasnacis, A., & Berzisa, S. (2017). Method for adaptation and implementation of agile
project management methodology. Procedia Computer Science, 104, 43-50.
Rimes, H., Nesbit, R., Christensen, R. K., & Brudney, J. L. (2017). Exploring the
dynamics of volunteer and staff interactions: From satisfaction to conflict.
Nonprofit Management and Leadership, 28(2), 195-213.
Tereso, A., Ribeiro, P., Fernandes, G., Loureiro, I., & Ferreira, M. (2019). Project
management practices in private organizations. Project Management Journal,
50(1), 6-22.
Evaluation Plan
By 31st December 2022, 60% of the individuals and the public aimed to minimize mental issues and increase awareness of mental
health among Asian American community.
Evaluation Question
Were 60% of the participants able to minimize mental issues and increase awareness of mental health among Asian American
Data Collection
Data Source
Instruments & Method
Program participants: Asian
The percentage of participants The participants’ knowledge
American, lives in Santa Clara that are able to be described
on minimize mental issues and – Pre-assessment on
what they learned from the
increase awareness of mental
understanding in participants
Program management team:
– Post-assessment on
including coordinator and staff
understanding in participants
– Semi-structured
– Conduct pre-assessments and
– Interview participants
and record of
responses for program
Data Analysis
Quantitative: Measure the statistics by percent of reduction of mental health issues rates and those able to rely on how to aware the
mental health in Asian-American among the Santa Clara County.
Qualitative: Compare, contrast, and summarize the responses from the pre-assessments and post-assessments to determine the
growth or change on participants’ knowledge on minimize mental issues and increase awareness of mental health.
The program evaluation will be shared with local clinical center concentrate with mental health issues. Team coordinator, staff, or
any personnel who provide findings can help building follow-up training in the future, and help improve the performance to chase
the goal of the program, and hold a more effective one so on.
Hire staff, Recruit volunteers
Create a marketing and promotion plan
Train staff
Develop materials
Initiate program activities
Establish community partnerships
Evaluate program implementation
Hire staff, Recruit volunteers
Create a marketing and promotion plan
Train staff
Develop materials
Initiate program activities
Establish community partnerships
Evaluate program implementation
Start Date
End Date
Strategies and Activities Proposal
Eunice Lo
San José State University
November 1, 2020
Strategies and Activities
Strategies and activities will entail elements and factors that will help to minimize mental
issues and increase awareness of mental health among the individuals and the public. The
strategies to be discussed will be based on the objectives, goals and the theoretical framework of
the community health program. At least two levels of the social-ecological framework will be
considered while endorsing the strategies and the activities.
Mobilizing community members about mental health issues
This strategy involves engaging the community members in spreading information
relating to mental health in their local settings such as workplaces, schools, groceries and other
public centers. This kind of strategy is based on the fact that change is likely to happen when
individuals being affected by an issue participate in the change programs. Solving local mental
health issues will be very effective when the local members participate in creating awareness and
promoting positive mental health. Partnership collaborations which involve the local
government, community members and healthcare organizations working together will help in
achieving the goals and objectives of promoting mental health (Priyadarshini and Abhilash,
2019). The community members and other participating stakeholders are required to utilize the
existing resources to promote mental health among individuals and groups in the community.
The activities to be performed while mobilizing community members about
mental health include calling out for meetings with the stakeholders that will engage in
mobilizing the community members about mental health issues. The stakeholders to be involved
include local government, local healthcare organizations and some of the community members.
The other activity is the community members sharing information about mental health in their
workplaces, schools, groceries and other public centers. This will be done thrice a week. The
community members to take part in the program will be located different places in the
community settings and then spread information relating to mental health by word of mouth and
Promoting home-based interventions in the community
According to Castillo et al., (2019) cases of child abuse and other traumatic events that
kids go through have high chances of leading to mental issues such as depression and anxiety
when the child becomes an adult. Implementation of this strategy involves promoting effective
care among children and ensuring that the parents and guardians are playing their roles
appropriately and with cautiousness. During the first years of life, an individual experiences
more development in physical, social and mental functioning. Protecting young children from
neglect, injuries, abuse, poor nutrition, infirmities and drug abuse will help to promote their
mental well-being in future and this will result to a community that have fewer mental issues.
Activities to be performed to promote effective home-based interventions include setting
up a hotline in which the community members can report cases of child abuse. The hotline
should be free of charge and accessible 24/7. The other activity involves giving out small
notebooks that address the issue of child abuse and how to prevent it to parents and guardians.
This will help to create awareness about how child abuse and mental health are related. The other
activity involves engaging the teachers to inform the children about their rights and how they can
report cases of child abuse. By preventing and minimizing cases of child abuse, the community
will be able combat cases of mental issues due to childhood trauma (Castillo et al., 2019).
Organizing educational programs about mental health in the local community
Educational programs are useful in creating awareness about mental health issues and
addressing the community members on how they can enhance mental wellness. Education
programs will help individuals that are at risk of developing mental health issues and those who
have mental health disorders to know how to deal with the situation. The teachings that will be
entailed in the education programs include different kinds of mental disorders, the signs and
symptoms of mental disorders and management and treatment.
The education program will help to reduce stigmatization that individuals with mental
health issues face at home, in schools, in the workplaces and the community (Krueger, Counts
and Riley, 2017). It will help to transform the perception of individuals regarding mental health
issues and this is important for creating a supportive and friendly environment to those with
mental health disorders.
The activities to be included in implementing educational programs include identifying
and organizing the venue that can be used for executing the education program. The other
activity includes setting schedules of when the programs will start and end and the issues to be
discussed in the program. Making fliers about the education program and giving them out to the
community members is another essential activity. The invited community members will also be
reminded of attending the education program through e-mails and text messages.
Creating awareness about mental health issues and wellness through the media
In the current digital era, individuals can easily be informed about an issue through the
media. It is important to identify the type of media that the local members utilize the most
(Thornicroft, 2016). Since almost all of the households in the community have a TV, organizing
and running programs that address mental health issues in the television will help to create
awareness in the community. Other social media platforms such as Facebook, Instagram and
Twitter can also be used to spread information about mental health issues and how the
community members can help to minimize the issues.
The activities involved in the strategy of using the media include conducting simple
research to determine the form of media that is used by a large number of community members.
The other activity includes setting up programs about mental health issues that can be presented
on the television. This includes filming short videos that convey the message of mental health to
the community. Creating short content and posting them on social media platforms is another
important activity.
Setting up policies that support and enhance mental health programs among the
community members
For policies that promote mental health wellness to be implemented, the local authorities
and leaders should be engaged. Some of the policies that should be implemented entail those that
will promote the allocation of resources and funding to support mental health programs
(Krueger, Counts and Riley, 2017). The other policy that should be enforced is one that helps in
preventing discrimination against individuals that have mental health issues in the society.
Policies that help to promote the quality of mental healthcare services offered in healthcare
organizations are also relevant in promoting mental health wellness in the community.
The activities involved in implementing this strategy include organizing meetings with
the local authorities and leaders and discussing on the formation and implementation of the
policies. The other activities include publishing the policies on the community magazines to
create awareness and inform the public members about the policies. Posting the policies on
social media platforms will also help to inform the community members about the implemented
Castillo, E. G., Ijadi-Maghsoodi, R., Shadravan, S., Moore, E., Mensah, M. O., Docherty, M., …
& Morton, I. (2019). Community interventions to promote mental health and social
equity. Current psychiatry reports, 21(5), 35.
Priyadarshini, P., & Abhilash, P. C. (2019). Towards the transformations of social-ecological
systems for sustainable development.
Krueger, J., Counts, N., & Riley, B. (2017). Promoting mental health and well-being in public
health law and practice. The Journal of Law, Medicine & Ethics, 45(1_suppl), 37-40.
Thornicroft, G. (2016). Promotion, prevention and protection: interventions at the population-and
community-levels for mental, neurological and substance use disorders in low-and
middle-income countries. International journal of mental health systems, 10(1), 1-13.

Purchase answer to see full

error: Content is protected !!