full description in attachments. This assignment is also connected with the past couple weeks’ assignments. Thank you.? 4-5 ?
full description in attachments. This assignment is also connected with the past couple weeks' assignments. Thank you.
4-5
· The purpose of the evaluation, including specific questions to be answered
· The outcomes to be evaluated
· The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes
· A rationale for selecting among the six group research designs
· The methods for collecting, organizing and analyzing data
Assignment: Designing a Plan for Outcome Evaluation
Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and complement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.
To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from http://www.vitalsource.com , especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted. Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data.
By Day 7
Submit a 4- to 5-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:
· The purpose of the evaluation, including specific questions to be answered
· The outcomes to be evaluated
· The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures to be used to evaluate the outcomes
· A rationale for selecting among the six group research designs
· The methods for collecting, organizing and analyzing data
Resource 1
McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/program-evaluation-guide.htm#anchor1586742
Contents of an Evaluation Plan
Develop an evaluation plan to ensure your program evaluations
are carried out efficiently in the future. Note that bankers or
funders may want or benefit from a copy of this plan.
Ensure your evaluation plan is documented so you can regularly
and efficiently carry out your evaluation activities. Record enough
information in the plan so that someone outside of the organization
can understand what you’re evaluating and how. Consider the following
format for your report:
1. Title Page (name of the organization that is being, or has
a product/service/program that is being, evaluated; date)
2. Table of Contents
3. Executive Summary (one-page, concise overview of findings and
recommendations)
4. Purpose of the Report (what type of evaluation(s) was conducted,
what decisions are being aided by the findings of the evaluation,
who is making the decision, etc.)
5. Background About Organization and Product/Service/Program that
is being evaluated
a) Organization Description/History
b) Product/Service/Program Description (that is being evaluated)
i) Problem Statement (in the case of nonprofits, description of
the community need that is being met by the product/service/program)
ii) Overall Goal(s) of Product/Service/Program
iii) Outcomes (or client/customer impacts) and Performance Measures
(that can be measured as indicators toward the outcomes)
iv) Activities/Technologies of the Product/Service/Program (general
description of how the product/service/program is developed and
delivered)
v) Staffing (description of the number of personnel and roles
in the organization that are relevant to developing and delivering
the product/service/program)
6) Overall Evaluation Goals (eg, what questions are being answered
by the evaluation)
7) Methodology
a) Types of data/information that were collected
b) How data/information were collected (what instruments were
used, etc.)
c) How data/information were analyzed
d) Limitations of the evaluation (eg, cautions about findings/conclusions
and how to use the findings/conclusions, etc.)
8) Interpretations and Conclusions (from analysis of the data/information)
9) Recommendations (regarding the decisions that must be made
about the product/service/program)
Appendices: content of the appendices depends on the goals of
the evaluation report, eg.:
a) Instruments used to collect data/information
b) Data, eg, in tabular format, etc.
c) Testimonials, comments made by users of the product/service/program
d) Case studies of users of the product/service/program
e) Any related literature
Pitfalls to Avoid
1. Don’t balk at evaluation because it seems far too “scientific.”
It’s not. Usually the first 20% of effort will generate the first
80% of the plan, and this is far better than nothing.
2. There is no “perfect” evaluation design. Don’t worry
about the plan being perfect. It’s far more important to do something,
than to wait until every last detail has been tested.
3. Work hard to include some interviews in your evaluation methods.
Questionnaires don’t capture “the story,” and the story
is usually the most powerful depiction of the benefits of your
services.
4. Don’t interview just the successes. You’ll learn a great deal
about the program by understanding its failures, dropouts, etc.
5. Don’t throw away evaluation results once a report has been
generated. Results don’t take up much room, and they can provide
precious information later when trying to understand changes in
the program.
Resource 2
Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“Social Work Research: Planning a Program Evaluation”
Social Work Research: Planning a Program Evaluation
Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.
The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.
Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.
Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.
**The Whole book will be in an attachment if needed. Thanks
Resource 3
https://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation.In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/outcomes-evaluation-guide.htm#anchor30249
,
Social Work Case Studies
Concentration Year
Editors
Sara-Beth Plummer
Walden University
Sara Makris
Laureate Education
Sally Margaret Brocksen
Walden University
Published by
Laureate Publishing
650 S. Exeter Street
Baltimore, MD 21202
Director, Program Design: Lauren Mason Carris
Content Development Manager: Jason Jones
Content Development Specialist: Sandra Shon
Cover Design: Jose Luis Henriquez Galarza
Editorial Services: Christina Myers and Laureate Education, Inc.
Production Services: Absolute Service, Inc.
Copyright © 2014 by Laureate Education, Inc.
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, any information storage and retrieval systems, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Content Development Specialist,” at the address above.
ISBN-13: 978-1-62458-028-4 (Paperback edition) ISBN-13: 978-1-62458-005-5 (VitalSource edition) ISBN-13: 978-1-62458-017-8 (Kindle edition) ISBN-13: 978-1-62458-018-5 (Apple edition) ISBN-13: 978-1-62458-019-2 (Nook edition) ISBN-13: 978-1-62458-020-8 (Adobe Digital Edition)
First Edition
14 15 16 17 18 / 10 9 8 7 6 5 4 3 2 1
Contents
Mental Health Diagnosis in Social Work: The Case of Miranda
Social Work Supervision: Trauma Within Agencies
Working With Children and Adolescents: The Case of Chase
Working With Children and Adolescents: The Case of Claudia
Working With Children and Adolescents: The Case of Noah
Working With Clients With Compulsive Disorders: The Case of Marjorie
Working With Clients With Dual Diagnosis: The Case of Cathy
Working With Clients With Severe Persistent Mental Illness: The Case of Emily
Working With Couples: The Case of Keith and Matt
Working With Families: The Case of Brady
Working With Families: The Case of Carol and Joseph
Working With Groups: Breast Cancer Support Group
Working With Groups: HIV/AIDS Prevention With Teenage Moms
Working With Groups: Latino Patients Living With HIV/AIDS
Working With Individuals: The Case of Carl
Working With Individuals: The Case of Roy
Working With Individuals: The Case of Sam
Working With Organizations: The Southeast Planning Group
Working With Survivors of Domestic Violence: The Case of Charo
Working With Survivors of Sexual Abuse and Trauma: The Case of Angela
Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna
Social Work Research: Chi Square
Social Work Research: Planning a Program Evaluation
Social Work Research: Qualitative Groups
Social Work Research: Single Subject
Social Policy and Advocacy: Violence Prevention
Social Work Agencies: Administration
Social Work Policy: Children and Adolescents
Social Work Supervision, Leadership, and Administration: The Phoenix House
Social Work Supervision, Leadership, and Administration: The Southeast Planning Group
Working With Clients With Addictions: The Case of Jose
Working With the Aging: The Case of Iris
Mental Health Diagnosis in Social Work: The Case of Miranda
Social Work Supervision: Trauma Within Agencies
Working With Children and Adolescents: The Case of Chase
Working With Children and Adolescents: The Case of Claudia
Working With Children and Adolescents: The Case of Noah
Working With Clients With Compulsive Disorders: The Case of Marjorie
Working With Clients With Dual Diagnosis: The Case of Cathy
Working With Clients With Severe Persistent Mental Illness: The Case of Emily
Working With Couples: The Case of Keith and Matt
Working With Families: The Case of Brady
Working With Families: The Case of Carol and Joseph
Working With Groups: Breast Cancer Support Group
Working With Groups: HIV/AIDS Prevention With Teenage Moms
Working With Groups: Latino Patients Living With HIV/AIDS
Working With Individuals: The Case of Carl
Working With Individuals: The Case of Roy
Working With Individuals: The Case of Sam
Working With Organizations: The Southeast Planning Group
Working With Survivors of Domestic Violence: The Case of Charo
Working With Survivors of Sexual Abuse and Trauma: The Case of Angela
Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna
Social Work Research: Chi Square
Social Work Research: Planning a Program Evaluation
Social Work Research: Qualitative Groups
Social Work Research: Single Subject
Social Policy and Advocacy: Violence Prevention
Social Work Agencies: Administration
Social Work Policy: Children and Adolescents
Social Work Supervision, Leadership, and Administration: The Phoenix House
Social Work Supervision, Leadership, and Administration: The Southeast Planning Group
Working With Clients With Addictions: The Case of Jose
Working With the Aging: The Case of Iris
Introduction
The following cases offer a glimpse into the real-life client experiences one might encounter as a social work professional. The social workers who contributed these true-to-life social work cases captured the everyday experiences you may encounter in the field as you work with individuals, families, groups, and organizations. Each case demonstrates content aligned with specific topics and modules in a typical master of social work program’s concentration year. These cases highlight the micro, mezzo, and macro approaches necessary to be an effective and successful social worker.
By exemplifying work on all levels of practice—individuals, families, groups, organizations, and communities—these cases will enable you to learn how social workers address their clients’ presenting problems. Each case includes a detailed description of the client’s background and presenting problem and an outline of the approaches used by the social worker to address the identified concern. The cases offer a detailed description of the clients’ scenarios and provide an explanation of the approaches, interventions, and corresponding theoretical underpinnings used by the social workers to address the problem. These cases offer a unique opportunity to integrate and connect theoretical concepts to practice. By reading and analyzing the detailed description of each case, you will be able to make clear connections between the theoretical foundations of social work and its practical applications. Certain aspects of some cases are intended to be ambiguous or open to interpretation as a way to promote discussion. Therefore, we encourage you to critically analyze the approaches provided and to apply the knowledge and skills learned in the classroom to further examine the cases.
The reflection questions answered by each social worker in the appendix delve further into the daily working relationships between social worker and client, providing insight into the social workers’ personal experiences, professional responses, and occasional struggles in the field. With all of these elements combined, the case studies compiled in this book will bring your course work to life and will offer a helpful learning experience.
Disclaimer: For true-to-life cases and scenarios in this book, names, places, and details have been changed to protect the identities of the subjects. Any resemblance to real people, places, or events is purely coincidental.
Practice
Mental Health Diagnosis in Social Work: The Case of Miranda
Miranda is a 35-year-old, Scottish female who sought counseling for increased feelings of depression and anxiety. Her symptoms include constant worry, difficulty sleeping, irritability, increased appetite, unexplained episodes of panic, feelings of guilt and worthlessness, and feelings of low self-esteem. She denied any suicidal/homicidal ideation but verbalized feelings of wanting to be dead. She maintained these thoughts were fleeting and inconsistent. She reported an increase in alcohol consumption, although clarified it was only when she felt anxious. She denied any blackouts or reckless/illegal behavior while drinking. She denied any other drug use.
Miranda works in the fashion industry and reported that she is very well liked by her peers and clientele. She is regularly chosen to train other staff members and comanage the store. However, she is often given a heavier workload to compensate for coworkers who are unable to perform at the expected level of her employer. Miranda stated that she has trouble saying no and feels increasingly irritable and frustrated with her increased workload.
Miranda has been married to her husband for 3 years, and they have no children. She reported that both her mother and father have a history of mental illness. Miranda’s parents are divorced, and when they separated, Miranda chose to live with her mother. Miranda’s mother remarried a man she described as “vicious and verbally abusive.” Miranda stated that her stepfather called her names and told her that she was worthless. She said he made her believe that she was sick with chronic health issues and many times forced her to take medicine that was either unnecessary or not prescribed by a doctor. Eventually he asked Miranda to leave her mother’s home. Miranda stated that her mother was well aware of her stepfather’s behavior but chose not to intervene, stating, “He is a sick man. Just do what he says.” She denied any physical or sexual abuse in the home.
In order to treat Miranda’s symptoms, we first addressed the need for medication, and I provided a referral to a psychiatrist. The psychiatrist diagnosed her with panic disorder and major depressive disorder and prescribed appropriate medications to assist her with her symptoms. Miranda and I began weekly sessions to focus on managing her boundaries both at work and with her family. We discussed her behavior around boundary setting as well as the possibility of enlisting her husband as a support person to encourage and promote healthy boundaries. We also discussed unresolved issues from her childhood. This approach enabled Miranda to gain insight into the self and how her maltreatment as a child affected her functioning in the present time. This insight enabled Miranda to validate her feelings of anger, frustration, and sadness about her upbringing and further give herself permission to set appropriate boundaries in her relationships. We also discussed the need for relaxation and stress management. Miran
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