Return, again, to the program that you identified last week based on the observed need. Think about the resources that would be required to implement th
- Return, again, to the program that you identified last week based on the observed need.
- Think about the resources that would be required to implement the program, such as time and money; program activities such training; outputs such as number of clients attending; and outcomes.
- Review the example on page 116 of the course text, and see the Logic Model Table document in the Learning Resources for assistance with format.
Submit the following:
- A completed program-level logic model outline (in table format) in which you consider inputs, activities, outputs, and outcomes.
- Elaborate on your program-level logic model in 1 to 2 paragraphs. Include:
- The aim/goal of the program and proposed program activities
- Outputs and outcomes
- Reflection on how creating the logic model has helped you understand and envision the new program
Use the Learning Resources and peer-reviewed scholarly journal articles to support your logic model and reflection. Make sure to include appropriate APA citations and a reference list.
1
3
Logic Model
Student's Name
Institutional Affiliations
Course Nam and Number
Professor's Name
Date
Logic Model
|
Problems |
Client Needs |
Underlying Causes |
Interventions |
Short-term Outcomes |
Long-Term Outcomes |
|
Substance Abuse in Adolescents |
Support in overcoming addiction and handling causes |
Peer pressure, family dysfunction, mental health matters, low self-esteem |
Individual counseling concentrating on CBT |
· Family therapy
· Peer support groups
· School-based prevention programs | Effects of substance use and abuse magnitude
· Improved family communication
· Coping improvements | Omission of substance use
· Strong family support network
· More learning outcomes as well as social performance (Nawi et al. 2021).
· Potential courses of patterned substance use that are less dangerous than possible courses of use that are hazardous: Lower risk of relapse | | higher risk of relapse: Continuity of care following Intervention | Absence of aftercare following Intervention: restricted access to community resources. | Aftercare programs
· Ongoing mentoring
· Availability & utilization of community facilities (Youth centers, helpline service) | Improvement in aftercare programs' attendance rates
· Follow-up care | Continued healing
· Long-term behavioral change
· Freedom from mental disorder symptoms | | Poor academic attendance | Academic encouragement and enrolment | Decrease in academic performance due to substances, minimal school attendance | School enrollment and engagement goals
· Academic counseling | Educational activities
· The performance of students in academics | – Success in academics for longer durations the chance of completing education has a higher probability than the other demographic variables.
This model is a practice-level approach that is based on the role of the many factors that make a practice at the level of the adolescent who is abusing substances. According to Luck, Doucet, & Luke (2020), the following treatment approaches: cognitive-behavioral therapy (CBT), family therapy, and peer support are provided, taking into account the adolescents' needs. Family therapy deals with family relationships, school-based programs, and peer support offer positive social modeling and learning.
Controlling, the aims for this short-term intervention are to enhance adolescents’ self-identification of substance use or abuse and support children’s families for better communication and more positive relationships within the family. At first these modifications assist in establishing essential processes for sustained recuperation. Treatment goals are oriented towards the patient wanting to stay clean, increasing positive social interaction, and increasing the patient’s academic performance, with the end goal of learning and helping the patient be as functional as possible. One of the components of the intervention is aftercare services that are aimed to avoid the persons’ relapse. When all these treatments are combined with further counseling and contacts with other community support service, they ensure that such an adolescent is put on the right track towards a better healthy future.
Luck, K. E., Doucet, S., & Luke, A. (2020). The development of a logic model to guide the planning and evaluation of a navigation center for children and youth with complex care needs. Child & Youth Services, 41(4), 327-341.
Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., … & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: a systematic review. BMC Public Health, 21, 1-15.
,
1
Mental Health Programs for Adolescent Populations in Florida
Student’s Name
Institutional Affiliation
Course Name
Professor’s Name
Date
Mental Health Programs for Adolescent Populations in Florida
The proposed program aims at preparing professionals to deliver optimal standard of mental healthcare for adolescents in Florida. This will help in the early detection, prevention, and management of mental health disorders among youths aged between 12 and 18 years. Consequently, the program will consist of such aspects as individual and group counseling, family support services as well as school based interventions so as to adequately deal with mental health which affects adolescents in the Florida region.
As a way of strengthening the credibility of the overall information in advocating for this program, two main approaches would be adopted. First, telephone and web-based surveys could be conducted in Florida among adolescents, parents, and school staff to identify a quantity of youths with mental health problems and the extent to which they can gain necessary services (Wang et al., 2023).
Secondly, conducting focus group interviews with mental healthcare providers who have prior experience dealing with adolescents would provide diverse, qualitative data. Such sessions would focus on issues and programs relating to the youths in Florida, their experiences and the efficiency of the existing programs, and possibly efficiency enhancement mechanisms (Mitchell et al., 2019). By combining the perspectives of those directly affected (adolescents and their families) with the expertise of professionals in the field, a comprehensive and nuanced understanding of the mental health landscape for Florida's adolescent population can be achieved, providing a solid foundation for the proposed program's development and implementation.
References
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Wang, S., Li, Q., Lu, J., Ran, H., Che, Y., Fang, D., … & Xiao, Y. (2023). Treatment rates for Mental disorders among children and adolescents: a systematic review and Meta-analysis. JAMA Network Open, 6(10), e2338174-e2338174. https://doi.org/10.1001/jamanetworkopen.2023.38174
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