Week 7 Assignment: Developing a Logic Model
Week 7 Assignment: Developing a Logic Model
As you have learned from the discussion and the video, a logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other.
Recalling our discussion this week, we learned that
Logic models are visual representations for program planning and evaluation that link needs, resources, and interventions to intended results.
This assignment involves two components: (1) researching the needs of caregivers from the perspective of researchers, caregivers, and social workers, and (2) developing a logic model for a program to address a need.
Logic models applied at an individual practice level
Each time we meet with a client who is requesting help in making a change, we draw upon elements of a logic model, although it may not be immediately apparent that we are applying a logic model to an intervention plan.
First, the social worker establishes a clear understanding of the problem or need with the client, including the conditions that make caused the problem or make it difficult to overcome, the behaviors or situations that the client would like to change, and the anticipated benefits of making the change.
Second, explore the resources that the client can access and apply to the change process. Is she motivated? Is there a support network that can encourage change? Is there something they want that can only be achieved by working toward a solution to the problem? We also consider the resources that are needed to solve the problem. For the logic model to be feasible, the necessary resources have to be available.
Next, the social worker and the stakeholders envision the anticipated short-term, intermediate, and long-term goals or intended benefits (also called outputs or outcomes in some logic model templates) that should occur as the change takes place.
These outcomes will be benchmarks that signal effectiveness. If they occur, we can be assured that our plan is effective, but if they fail to achieve improvements, we can look back at our strategies (activities) and outputs (how the activities were conducted) to decide what to continue or revise.
Last, we choose activities, tasks, or interventions (inputs) – an overall strategy for change –as counseling, education, obtaining resources, and whatever else is needed to effect the changes and meet the goals sought by the client. Tasks and activities include what the social worker and the client (if applicable) will do to effect change, including who does what, when, where, how often, for how long, or any other descriptor that makes it clear exactly what task is being performed and who is performing it.
The logic model components fit into the same type of plans that are used for individuals (practitioner-level logic models) or groups (program-level logic models).
The logic model exercise you performed for the discussion illustrates how program components have a logical flow from resources to activities, activities to specific details about planned services, and services to anticipated short, intermediate, and long-term benefits. All the components have to be logically connected to one another, which is why this format is called a Logic Model!
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Your task
To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Locate information on the challenges and needs faced by caregivers like Helen Petrakis who are caregivers and responsible for other members of her family as well. The articles listed below may be useful.
Obtain information on needs of caregivers and effective evidence-based services to address them from the perspective from a peer-reviewed research article, caregivers themselves, and a perspective from social work. The caregiver and social work perspectives may be drawn from caregivers and social workers who are knowledgeable about these issues if you know any; otherwise, draw them from peer-reviewed journals. The needs that they identify will provide background information for your logic model. Several resources in the Walden library are listed at the end of these instructions, but you will find others as well.
Use this information to generate a comprehensive logic model that might help Helen and others like her to manage her stress and anxiety in a group format.
Consider how you would create a logic model for a new initiative at the program level that could help people like Helen manage stress and anxiety.
A support group for multigenerational caregivers could be one initiative that would serve a wide range of individuals, but you may choose another idea that pertains to services that would be helpful to caregivers, people who struggle with stress and anxiety like Helen, or both.
Think about the resources and general approach that would be required to implement such a program (inputs), the services and interventions you might provide or coordinate and potential outcomes (outputs) for clients, their caregivers, and the broader community. Include a method for measuring the outcomes. In some cases, observation serves well as a tool for assessing outcomes.
Format for the Assignment:
Place your name in the running head at the top of the page, with “Week 7 Assignment” – no separate title page or abstract, please.
1. Complete Table 1, below, describing three needs of caregivers.
· List one need from one research article observed by authors of the article.
· List one need of caregivers from the perspective of caregivers or care receivers. If you know a caregiver or care receiver who can give you current information about a caregiver need, you may use their comments in the table below, citing it as a personal communication (Willie Walden (caregiver), in discussion with the author, April, 2021). If you do not know of a caregiver or care receiver to ask about caregiver needs, locate a need of caregivers spoken from their perspective in a research article. Qualitative articles usually have direct quotes from the people surveyed for the article.
· List one need of caregivers from the perspective of a social worker who has expertise with this population. If you know a social worker who can give you current information on needs of caregivers, you may ask them for their views, citing the information as personal communication (Willie Walden (social worker), in discussion with the author, October, 2020).
If you do not know of any caregiver or social worker to ask about needs of caregivers, locate a social work article that presents information on caregiver needs, and cite it as an in-text citation (Author or Author et al., date). If you are using qualitative research articles and have a relevant quote from a caregiver/care receiver and/or social worker, you may present the statement as it was recorded by the speaker. If you interview someone who asks to keep their identity private, provide a fictional name for them.
Table 1
Provider of information |
Need identified |
Citation |
Research article (general information)
|
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|
Perspective of caregiver or care receiver |
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Perspective from social worker
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These needs will provide the rationale for the activities and services offered by your program.
2. Create a program-level logic model outline (Table 2) from the template I provide at the end of this assignment, not the one on Dashboard. The boxes will expand as you enter your information.
a. Place a description of Helen’s problem and relevant conditions that impact her problems and situation across the top of the model (the “situation statement.”) The conditions can be found in the case study for the week.
b. Include these components:
i. Column 1: 1-2 resources needed and 1-2 resources available to you. (Use your imagination if necessary.)
ii. Column 2: activities that the research supports for addressing the type of problems experienced by Helen and others like her (education, support, mental health, recreation, access to medical care for herself, etc.). The program may be focused on Helen and similar clients, or on families or caregivers for people like Helen.
iii. Column 3: Details of the activities, services, or interventions that the social worker will perform or coordinate, with at least one action that the client will do to achieve the goals of the program. Base the interventions on recommendations in the article(s) you have read. Include when, where, how often, etc. these actions will be performed or coordinated by the social worker.
If you do not provide these details, there is no way that you can enforce accountability for delivering services and points will be deducted from your score. In a real situation, if you did not provide the details for the services to be provided, you could be judged very harshly as an unfair manager or evaluator. This can have serious repercussions.
iv. Column 4: Identify who will benefit from the specific activities you have outlined in columns 2 and 3.
v. Columns 5, 6, and 7: Results, benefits, and outcomes. Identify two anticipated short-term and intermediate outcomes for group participants, and two long-term outcomes for group participants and/or others who are affected by the situation (family, other providers, the person for whom they do caregiving, for example). Remember that short-term and intermediate benefits for individuals can often be described as behavioral indicators of change anticipated from participation in your program., which you learned in Week 3.
c. Write one succinct but informative paragraph that elaborates on your practice-level logic model, including this information:
i. Describe your rationale for choosing the two interventions (the “outputs”) that would address the needs you identified.
ii. Describe the benefits and improved outcomes in the mental or physical health for the caregivers expected from your program. Use your knowledge and/or imagination to fill in the gaps about how your interventions might benefit Helen.
3. Identify one practice or fact related to logic models that may be useful in your future practice and explain your choice (1-2 sentences).
4. Add your reference list at the end of the document (not on a separate page), placing your references in correct APA format, according to the 7th edition of the Publication Manual of the American Psychological Association. Guidelines are in the scholarly writing goals in the discussion forums for weeks 2, 3, and 4.
Your template for your logic model is below. Place your entries for your logic model into the relevant columns. Refer to the more detailed instructions in the discussion if you need to recall where items are placed in this template.
Table 2. Logic model template
Program Title
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Situation: Brief description of the need, problem, or goal that the program is designed to address
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Inputs |
Outputs |
Outcomes |
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Initial |
Intermediate |
Long-term |
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Resources needed for the program
What resources do we already have?
What resources will we need? |
Activities and Services that will be provided by the program |
Activity and service logistics of services provided
|
Who are the recipients and/or participants for the activity or service |
Changes by participants or recipients in attitudes, knowledge, or perceptions by the end the program |
Changes by participants or recipients in abilities or behaviors that will produce long-term outcomes |
Changes for participant, recipient, or others indirectly affected by the situation |
Activity #1 |
Details |
Provided to: |
Activity #1 produced:
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|
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|
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Activity #2 |
Details |
Provided to: |
Activity #2 produced: |
|
|
|
|
|
|
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Activity #3 |
Details |
Provided to: |
Activity #3 produced: |
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What will the participants do to meet their goals? |
Details |
Provided to: |
Participant effort produced: |
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There is an expression “the devil is in the details”. Remember that if you do not place a resource, service, or short/intermediate/long-term benefit in your logic model, it will not happen. Make sure that your logic model is adequately detailed so ANYONE could take it and implement your program successfully.
Please dedicate time and effort to the model as if you were producing it for an actual program at a social service agency or clinic.
Assignments are due by 11:59 p.m. Mountain Time (MT) on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time.
Caregiver resources that may be useful:
Broxson, J., & Feliciano, L. (2020). Understanding the impacts of caregiver stress. Professional Case Management, 25(4), 213–219.
Colvin, A. D., & Bullock, A. N. (2016). A review of the biopsychosocial aspects of caregiving for aging family members. Journal of Family Social Work, 19(5), 420–442. doi:10.1080/10522158.2016.1214657
Denham, A. M. J., Wynne, O., Baker, A. L., Spratt, N. J., Turner, A., Magin,P., Palazzi, K., & Bonevski, B. (2020). An online survey of informal caregivers’ unmet needs and associated factors. PLoS ONE, 15(12), 1–15
Dilworth-Anderson, P., Williams, I., & Gibson, B. (2002). Issues of race, ethnicity, and culture in caregiving research: A 20-year review (1980–2000). The Gerontologist, 42, 237–272.
Friedman, E. M., Rodakowski, J., Schulz, R., Beach, S. R., Martsolf, G. R., & James, A. E. (2019). Do family caregivers offset healthcare costs for older adults? A mapping review on the costs of care for older adults with versus without caregivers. The Gerontologist, 59(5), e535–e551. doi:10.1093/geront/gny182
Guterman, E. L., Allen, I. E., Josephson, S. A., Merrilees, J. J., Dulaney, S., Chiong, W., … Possin, K. L. (2019). Association between caregiver depression and emergency department use among patients with dementia. JAMA Neurology,76(10), 1166. doi: 10.1001/jamaneurol.2019.1820
Monin, J. K., & Schulz, R. (2009). Interpersonal effects of suffering in older adult caregiving relationships. Psychology and Aging, 24(3), 681–695. doi:10.1037/a001635
Oliver, D. P., Washington, K., Smith, J., Uraizee, A. & Demiris, G. (2016). The prevalence and risks for depression and anxiety in hospice caregivers. Journal of Palliative Medicine, DOI: 10.1089/jpm.2016.0372
Pharr, J. R., Francis, C. D., Terry, C., & Clark, M. C. (2014). Culture, caregiving, and health: Exploring the influence of culture on family caregiver experiences. ISRN Public Health, 2014, 1–8. doi: 10.1155/2014/689826
Pinquart, M., & Sörensen, S. (2005). Ethnic differences in stressors, resources, and psychological outcomes of family caregiving: A meta-analysis. The Gerontologist, 45(1), 90–106. doi:10.1093/geront/45.1.90
Roth, D. L., Fredman, L., & Haley, W. E. (2015). Informal caregiving and its impact on health: A reappraisal from population-based studies. The Gerontologist, 55(2), 309–319. doi:10.1093/geront/gnu177
Souza, A. L., Guimarães, R. A., de Araújo Vilela, D., de Assis, R. M., de Almeida Cavalcante Oliveira, L. M., Souza, M. R., … Barbosa, M. A. (2017). Factors associated with the burden of family caregivers of patients with mental disorders: A cross-sectional study. BMC Psychiatry, 17(1), 353. doi:10.1186/s12888-017-1501-1
Sullivan, A. B., & Miller, D. (2015). Who is taking care of the caregiver? Journal of Patient Experience, 2(1), 7–12. doi:10.1177/237437431500200103. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5513610/
University of Missouri Health. (2017, February 10). Care-givers should be screened early, often to prevent depression, anxiety. ScienceDaily. www.sciencedaily.com/releases/2017/02/170210131222.
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