Workbook for Designing a Process Evaluation

Workbook
for
Designing
a Process
Evaluation
Produced for the
Georgia Department of Human
Resources
Division of Public Health
By
Melanie J. Bliss, M.A.
James G. Emshoff, Ph.D.
Department of Psychology
Georgia State University
July 2002

Evaluation Expert Session
July 16, 2002 Page 1
What is process evaluation?
Process evaluation uses empirical data to assess the delivery of
programs. In contrast to outcome evaluation, which assess the
impact of the program, process evaluation verifies what the
program is and whether it is being implemented as designed.
Thus,
process evaluation asks "what," and outcome evaluation asks,
"so
what?"
When conducting a process evaluation, keep in mind these three
questions:
1. What is the program intended to be?
2. What is delivered, in reality?
3. Where are the gaps between program design and delivery?
This workbook will serve as a guide for designing your own
process
evaluation for a program of your choosing. There are many
steps involved
in the implementation of a process evaluation, and this
workbook will

attempt to direct you through some of the main stages. It will be
helpful to
think of a delivery service program that you can use as your
example as
you complete these activities.
Why is process evaluation important?
1. To determine the extent to which the program is being
implemented according to plan
2. To assess and document the degree of fidelity and variability
in
program implementation, expected or unexpected, planned or
unplanned
3. To compare multiple sites with respect to fidelity
4. To provide validity for the relationship between the
intervention
and the outcomes
5. To provide information on what components of the
intervention
are responsible for outcomes
6. To understand the relationship between program context
(i.e.,
setting characteristics) and program processes (i.e., levels of
implementation).
7. To provide managers feedback on the quality of
implementation
8. To refine delivery components
9. To provide program accountability to sponsors, the public,
clients,

and funders
10. To improve the quality of the program, as the act of
evaluating is
an intervention.
Stages of Process Evaluation Page Number
1. Form Collaborative Relationships 3
2. Determine Program Components 4
3. Develop Logic Model*
4. Determine Evaluation Questions 6
5. Determine Methodology 11
6. Consider a Management Information System 25
7. Implement Data Collection and Analysis 28
8. Write Report**
Also included in this workbook:

a. Logic Model Template 30
b. Pitfalls to avoid 30
c. References 31
Evaluation can be an exciting,
challenging, and fun experience
Enjoy!
* Previously covered in Evaluation Planning Workshops.
** Will not be covered in this expert session. Please refer to
the Evaluation Framework
and Evaluation Module of FHB Best Practice Manual for more
details.
Forming collaborative relationships
A strong, collaborative relationship with program delivery staff
and management will

likely result in the following:
Feedback regarding evaluation design and implementation
Ease in conducting the evaluation due to increased cooperation
Participation in interviews, panel discussion, meetings, etc.
Increased utilization of findings
Seek to establish a mutually respectful relationship
characterized by trust, commitment,
and flexibility.
Key points in establishing a collaborative
relationship:
Start early. Introduce yourself and the evaluation team to as
many delivery staff and
management personnel as early as possible.
Emphasize that THEY are the experts, and you will be utilizing
their knowledge and
information to inform your evaluation development and
implementation.
Be respectful of their time both in-person and on the
telephone. Set up meeting places
that are geographically accessible to all parties involved in the
evaluation process.

Remain aware that, even if they have requested the evaluation,
it may often appear as
an intrusion upon their daily activities. Attempt to be as
unobtrusive as possible and
request their feedback regarding appropriate times for on-site
data collection.
Involve key policy makers, managers, and staff in a series of
meetings throughout the
evaluation process. The evaluation should be driven by the
questions that are of
greatest interest to the stakeholders. Set agendas for meetings
and provide an
overview of the goals of the meeting before beginning. Obtain
their feedback and
provide them with updates regarding the evaluation process.
You may wish to
obtained structured feedback. Sample feedback forms are
throughout the workbook.
Provide feedback regarding evaluation findings to the key
policy makers, managers,
and staff when and as appropriate. Use visual aids and
handouts. Tabulate and
summarize information. Make it as interesting as possible.
Consider establishing a resource or expert "panel" or advisory
board that is an official
group of people willing to be contacted when you need feedback

or have questions.
Determining Program Components
Program components are identified by answering the questions
who, what, when, where,
and how as they pertain to your program.
Who: the program clients/recipients and staff
What: activities, behaviors, materials
When: frequency and length of the contact or intervention
Where: the community context and physical setting
How: strategies for operating the program or intervention
BRIEF EXAMPLE:
Who: elementary school students
What: fire safety intervention
When: 2 times per year
Where: in students’ classroom
How: group administered intervention, small group practice

1. Instruct students what to do in case of fire (stop, drop and
roll).
2. Educate students on calling 911 and have them practice on
play telephones.
3. Educate students on how to pull a fire alarm, how to test a
home fire alarm and how to
change batteries in a home fire alarm. Have students practice
each of these activities.
4. Provide students with written information and have them take
it home to share with their
parents. Request parental signature to indicate compliance and
target a 75% return rate.
Points to keep in mind when determining program
components
Specify activities as behaviors that can be observed
If you have a logic model, use the "activities" column as a
starting point
Ensure that each component is separate and distinguishable
from others
Include all activities and materials intended for use in the
intervention
Identify the aspects of the intervention that may need to be
adapted, and those that should

always be delivered as designed.
Consult with program staff, mission statements, and program
materials as needed.
Your Program Components
After you have identified your program components, create a
logic model that graphically
portrays the link between program components and outcomes
expected from these
components.
Now, write out a succinct list of the components of your
program.
WHO:

WHAT:
WHEN:
WHERE:
HOW:

What is a Logic Model
A logical series of statements that link the problems your
program is attempting to
address (conditions), how it will address them (activities), and
what are the expected
results (immediate and intermediate outcomes, long-term goals).
Benefits of the logic model include:
helps develop clarity about a project or program,
helps to develop consensus among people,
helps to identify gaps or redundancies in a plan,
helps to identify core hypothesis,
helps to succinctly communicate what your project or program
is about.
When do you use a logic model
Use...
- During any work to clarify what is being done, why, and with
what intended results
- During project or program planning to make sure that the
project or program is logical and
complete
- During evaluation planning to focus the evaluation
- During project or program implementation as a template for
comparing to the actual program
and as a filter to determine whether proposed changes fit or
not.

This information was extracted from the Logic Models: A
Multi-Purpose Tool materials developed by Wellsys
Corporation for the Evaluation Planning Workshop Training.
Please see the Evaluation Planning Workshop
materials for more information. Appendix A has a sample
template of the tabular format.

Determining Evaluation Questions
As you design your process evaluation, consider what questions
you would like to answer. It is only after
your questions are specified that you can begin to develop your
methodology. Considering the importance
and purpose of each question is critical.
BROADLY....
What questions do you hope to answer? You may wish to turn
the program components that you have just identified
into questions assessing:
Was the component completed as indicated?
What were the strengths in implementation?
What were the barriers or challenges in implementation?
What were the apparent strengths and weaknesses of each step
of the intervention?
Did the recipient understand the intervention?
Were resources available to sustain project activities?
What were staff perceptions?
What were community perceptions?
What was the nature of the interaction between staff and
clients?
These are examples. Check off what is applicable to you, and
use the space below to write additional broad,
overarching questions that you wish to answer.

SPECIFICALLY ...
Now, make a list of all the specific questions you wish to
answer, and organize your questions categorically. Your
list of questions will likely be much longer than your list of
program components. This step of developing your
evaluation will inform your methodologies and instrument
choice.
Remember that you must collect information on what the
program is intended to be and what it is in reality, so you
may need to ask some questions in 2 formats.
For example:
How many people are intended to complete this intervention
per week?"
How many actually go through the intervention during an
average week?"
Consider what specific questions you have. The questions below
are only examples! Some may not be appropriate
for your evaluation, and you will most likely need to add
additional questions. Check off the questions that are
applicable to you, and add your own questions in the space
provided.

WHO (regarding client):
Who is the target audience, client, or recipient?
How many people have participated?
How many people have dropped out?
How many people have declined participation?
What are the demographic characteristics of clients?
Race
Ethnicity
National Origin
Age
Gender
Sexual Orientation
Religion
Marital Status
Employment
Income Sources
Education
Socio-Economic Status
What factors do the clients have in common?
What risk factors do clients have?
Who is eligible for participation?
How are people referred to the program? How are the
screened?
How satisfied are the clients?
YOUR QUESTIONS:

WHO (Regarding staff):
Who delivers the services?
How are they hired?
How supportive are staff and management of each other?
What qualifications do staff have?
How are staff trained?
How congruent are staff and recipients with one another?
What are staff demographics? (see client demographic list for
specifics.)
YOUR QUESTIONS:
WHAT:
What happens during the intervention?
What is being delivered?
What are the methods of delivery for each service (e.g., one-
on-one, group session, didactic instruction,
etc.)
What are the standard operating procedures?

What technologies are in use?
What types of communication techniques are implemented?
What type of organization delivers the program?
How many years has the organization existed? How many
years has the program been operating?
What type of reputation does the agency have in the
community? What about the program?
What are the methods of service delivery?
How is the intervention structured?
How is confidentiality maintained?
YOUR QUESTIONS:
WHEN:
When is the intervention conducted?
How frequently is the intervention conducted?
At what intervals?
At what time of day, week, month, year?
What is the length and/or duration of each service?

July 16, 2002 Page 10
YOUR QUESTIONS:
WHERE:
Where does the intervention occur?
What type of facility is used?
What is the age and condition of the facility?
In what part of town is the facility? Is it accessibl e to the
target audience? Does public transportation access
the facility? Is parking available?
Is child care provided on site?
YOUR QUESTIONS:

WHY:
Why are these activities or strategies implemented and why
not others?
Why has the intervention varied in ability to maintain interest?
Why are clients not participating?
Why is the intervention conducted at a certain time or at a
certain frequency?
YOUR QUESTIONS:
July 16, 2002 Page 11
Validating Your Evaluation Questions
Even though all of your questions may be interesting, it is
important to narrow your list to questions that
will be particularly helpful to the evaluation and that can be
answered given your specific resources, staff,
and time.
Go through each of your questions and consider it with respect
to the questions below, which may be helpful in
streamlining your final list of questions.

Revise your worksheet/list of questions until you can answer
"yes" to all of these questions. If you cannot answer
"yes" to your question, consider omitting the question from your
evaluation.
Validation
Yes
No
Will I use the data that will stem from these questions?
Do I know why each question is important and /or valuable?
Is someone interested in each of these questions?
Have I ensured that no questions are omitted that may be

important to
someone else?
Is the wording of each question sufficiently clear and
unambiguous?
Do I have a hypothesis about what the “correct” answer will be
for each
question?
Is each question specific without inappropriately limiting the
scope of the
evaluation or probing for a specific response?
Do they constitute a sufficient set of questions to achieve the
purpose(s) of
the evaluation?
Is it feasible to answer the question, given what I know about
the
resources for evaluation?

Is each question worth the expense of answering it?
Derived from "A Design Manual" Checklist, page 51.
July 16, 2002 Page 12
Determining Methodology
Process evaluation is characterized by collection of data
primarily through two formats:
1) Quantitative, archival, recorded data that may be managed
by an computerized
tracking or management system, and
2) Qualitative data that may be obtained through a variety of
formats, such as

surveys or focus groups.
When considering what methods to use, it is critical to have a
thorough
understanding and knowledge of the questions you want
answered. Your
questions will inform your choice of methods. After this section
on types of
methodologies, you will complete an exercise in which you
consider what method
of data collection is most appropriate for each question.
Do you have a thorough understanding of your
questions?
Furthermore, it is essential to consider what data the
organization you are
evaluating already has. Data may exist in the form of an
existing computerized
management information system, records, or a tracking system
of some other
sort. Using this data may provide the best reflection of what is
"going on," and it
will also save you time, money, and energy because you will not
have to devise
your own data collection method! However, keep in mind that
you may have to
adapt this data to meet your own needs - you may need to add or
replace fields,
records, or variables.
What data does your organization already have?

Will you need to adapt it?
If the organization does not already have existing data, consider
devising a
method for the organizational staff to collect their own data.
This process will
ultimately be helpful for them so that they can continue to self-
evaluate, track
their activities, and assess progress and change. It will be
helpful for the
evaluation process because, again, it will save you time, money,
and energy that
you can better devote towards other aspects of the evaluation.
Management
information systems will be described more fully in a later
section of this
workbook.
Do you have the capacity and resources to devise
such a system? (You may need to refer to a later
section of this workbook before answering.)
July 16, 2002 Page 13
Who should collect the data?

Given all of this, what thoughts do you have on who should
collect data for your
evaluation? Program staff, evaluation staff, or some
combination?
Program Staff: May collect data from activities such as
attendance, demographics,
participation, characteristics of participants, dispositions, etc;
may
conduct intake interviews, note changes regarding service
delivery,
and monitor program implementation.
Advantages: Cost-efficient, accessible, resourceful, available,
time-efficient,
and increased understanding of the program.
Disadvantages: May exhibit bias and/or social desirability, may
use data for critical
judgment, may compromise the validity of the program; may put
staff in uncomfortable or inappropriate position; also, if staff
collect
data, may have an increased burden and responsibility placed
upon
them outside of their usual or typical job responsibilities. If you
utilize staff for data collection, provide frequent reminders as
well
as messages of gratitude.

Evaluation staff: May collect qualitative information regarding
implementation,
general characteristics of program participants, and other
information that may otherwise be subject to bias or distortion.
Advantages: Data collected in manner consistent with overall
goals and timeline
of evaluation; prevents bias and inappropriate use of
information;
promotes overall fidelity and validity of data.
Disadvantages: May be costly and take extensive time; may
require additional
training on part of evaluator; presence of evaluator in
organization
may be intrusive, inconvenient, or burdensome.
July 16, 2002 Page 14
When should data be collected?

Conducting the evaluation according to your timeline can be
challenging. Consider how
much time you have for data collection, and make decisions
regarding what to collect
and how much based on your timeline.
In many cases, outcome evaluation is not considered appropriate
until the program has
stabilized. However, when conducting a process evaluation, it
can be important to start
the evaluation at the beginning so that a story may be told
regarding how the program
was developed, information may be provided on refinements,
and program growth and
progress may be noted.
If you have the luxury of collecting data from the start of the
intervention to the end of
the intervention, space out data collection as appropriate. If you
are evaluating an
ongoing intervention that is fairly quick (e.g., an 8-week
educational group), you may
choose to evaluate one or more "cycles."
How much time do you have to conduct your evaluation?
How much time do you have for data collection (as opposed to
designing the evaluation,
training, organizing and analyzing results, and writing the
report?)
Is the program you are evaluating time specific?
How long does the program or intervention last?

At what stages do you think you will most likely collect data?
Soon after a program has begun
Descriptive information on program characteristics that will not
change; information
requiring baseline information
During the intervention
Ongoing process information such as recruitment, program
implementation
After the intervention
Demographics, attendance ratings, satisfaction ratings
July 16, 2002 Page 15
Before you consider methods
A list of various methods follows this section. Before choosing
what methods are
most appropriate for your evaluation, review the following
questions. (Some may
already be answered in another section of this workbook.)

What questions do I want answered? (see previous section)
Does the organization already have existing data, and if so,
what kind?
Does the organization have staff to collect data?
What data can the organization staff collect?
Must I maintain anonymity (participant is not identified at all)
or confidentiality
(participant is identified but responses remain private)? This
consideration
pertains to existing archival data as well as original data
collection.
How much time do I have to conduct the evaluation?
How much money do I have in my budget?
How many evaluation staff do I have to manage the data
collection activities?
Can I (and/or members of my evaluation staff) travel on site?
What time of day is best for collecting data? For example, if

you plan to conduct
focus groups or interviews, remember that your population may
work during the
day and need evening times.
July 16, 2002 Page 16
Types of methods
A number of different methods exist that can be used to collect
process
information. Consider each of the following, and check those
that you think would
be helpful in addressing the specific questions in your
evaluation. When "see
sample" is indicated, refer to the pages that follow this table.
√ Method Description
Activity,
participation, or
client tracking log
Brief record completed on site at frequent intervals by

participant or deliverer.
May use form developed by evaluator if none previously exists.
Examples: sign
in log, daily records of food consumption, medication
management.
Case Studies
Collection of in-depth information regarding small number of
intervention
recipients; use multiple methods of data collection.
Ethnographic
analysis
Obtain in-depth information regarding the experience of the
recipient by
partaking in the intervention, attending meetings, and talking
with delivery staff
and recipients.
Expert judgment
Convene a panel of experts or conduct individual interviews to
obtain their
understanding of and reaction to program delivery.
Focus groups
Small group discussion among program delivery staff or
recipients. Focus on
their thoughts and opinions regarding their experiences with the
intervention.
Meeting minutes
(see sample)

Qualitative information regarding agendas, tasks assigned, and
coordination and
implementation of the intervention as recorded on a consistent
basis.
Observation
(see sample)
Observe actual delivery in vivo or on video, record findings
using check sheet
or make qualitative observations.
Open-ended
interviews –
telephone or in
person
Evaluator asks open questions (i.e., who, what, when, where,
why, how) to
delivery staff or recipients. Use interview protocol without
preset response
options.
Questionnaire
Written survey with structured questions. May administer in
individual, group,
or mail format. May be anonymous or confidential.
Record review
Obtain indicators from intervention records such patient files,
time sheets,
telephone logs, registration forms, student charts, sales records,
or records

specific to the service delivery.
Structured
interviews –
telephone or in
person
Interviewer asks direct questions using interview protocol with
preset response
options.
July 16, 2002
Page 17
Sample activity log
This is a common process evaluation method ology because it
systematically records exactly what is happening during
implementation. You may wish to devise a log such as the one
below and alter it to meet your specific needs. Consider
computerizing such a log for efficiency. Your program may
already have existing logs that you can utilize and adapt for
your
evaluation purposes.

Site:
Recorder:
Code
Service
Date
Location
# People
# Hours
Notes

July 16, 2002
Page 18
Meeting Minutes
Taking notes at meetings may provide extensive and invaluable
process information that
can later be organized and structured into a comprehensive
report. Minutes may be taken
by program staff or by the evaluator if necessary. You may find
it helpful to use a
structured form, such as the one below that is derived from
Evaluating Collaboratives,
University of Wisconsin-Cooperative Extension, 1998.

Meeting Place: __________________ Start time: ____________
Date: _____________________________ End time:
____________
Attendance (names):
Agenda topic:
_________________________________________________
Discussion:
_____________________________________________________
Decision Related Tasks Who responsible Deadline
1.
2.
3.
Agenda topic:
_________________________________________________
Discussion:
_____________________________________________________
Decision Related Tasks Who responsible Deadline

1.
2.
3.
Sample observation log
July 16, 2002
Page 19
Observation may occur in various methods, but one of the most
common is
hand-recording specific details during a small time period. The
following is several rows
from an observation log utilized during an evaluation examining
school classrooms.
CLASSROOM OBSERVATIONS (School Environment Scale)
Classroom 1: Grade level _________________ (Goal: 30
minutes of observation)
Time began observation: _________Time ended
observation:_________
Subjects were taught during observation period:

___________________
PHYSICAL ENVIRONMENT
Question
Answer
1. Number of students
2. Number of adults in room:
a. Teachers
b. Para-pros
c. Parents
Total:
a.
b.
c.
3. Desks/Tables
a. Number of Desks
b. Number of Tables for students’ use
c. Any other furniture/include number
(Arrangement of desks/tables/other furniture)
a.
b.
c.

4. Number of computers, type
5. How are computers being used?
6. What is the general classroom setup? (are there walls,
windows, mirrors,
carpet, rugs, cabinets, curtains, etc.)
7. Other technology (overhead projector, power point, VCR,
etc.)
8. Are books and other materials accessible for students?
9. Is there adequate space for whole-class instruction?
12. What type of lighting is used?

13. Are there animals or fish in the room?
14. Is there background music playing?
15. Rate the classroom condition
Poor Average Excellent
16. Are rules/discipline procedures posted? If so, where?
17. Is the classroom Noisy or Quiet?
Very Quiet Very Noisy
Choosing or designing measurement instruments
Consider using a resource panel, advisory panel, or focus group
to offer feedback

July 16, 2002
Page 20
regarding your instrument. This group may be composed of any
of the people listed
below. You may also wish to consult with one or more of these
individuals throughout
the development of your overall methodology.
Who should be involved in the design of your instrument(s)
and/or provide feedback?
Program service delivery staff / volunteers
Project director
Recipients of the program
Board of directors
Community leader
Collaborating organizations
Experts on the program or service being evaluated
Evaluation experts
_________________________
_________________________
_________________________
Conduct a pilot study and administer the instrument to a group
of recipients, and then
obtain feedback regarding their experience. This is a critical

component of the
development of your instruments, as it will help ensure clarity
of questions, and reduce
the degree of discomfort or burden that questions or processes
(e.g., intakes or
computerized data entry) elicit.
How can you ensure that you pilot your methods? When will
you do it, and whom will you use
as participants in the study?
Ensure that written materials are at an appropriate reading
level for the population.
Ensure that verbal information is at an appropriate terminology
level for the population.
A third or sixth-grade reading level is often utilized.
Remember that you are probably collecting data that is
program-specific. This may
increase the difficulty in finding instruments previously
constructed to use for
questionnaires, etc. However, instruments used for conducti ng
process evaluations of
other programs may provide you with ideas for how to structure
your own instruments.

July 16, 2002
Page 21
Linking program components and methods (an example)
Now that you have identified your program components, broad
questions, specific
questions, and possible measures, it is time to link them
together. Let's start with your
program components. Here is an example of 3 program
components of an intervention.
Program Components and Essential Elements:
There are six program components to M2M. There
are essential elements in each component that must
be present for the program to achieve its intended
results and outcomes, and for the program to be
identified as a program of the American Cancer
Society.
Possible Process Measures
1) Man to Man Self-Help and/or Support Groups
The essential elements within this component are:
• Offer information and support to all men
with prostate cancer at all points along the

cancer care continuum
• Directly, or through collaboration and
referral, offer community access to
prostate cancer self-help and/or support
groups
• Provide recruitment and on-going training
and monitoring for M2M leaders and
volunteers
• Monitor, track and report program
activities
• Descriptions of attempts to schedule and advertise
group meetings
• Documented efforts to establish the program
• Documented local needs assessments
• # of meetings held per independent group
• Documented meetings held
• # of people who attended different topics and speakers
• Perceptions of need of survey participants for
additional groups and current satisfaction levels
• # of new and # of continuing group members
• Documented sign-up sheets for group meetings
• Documented attempts to contact program dropouts
• # of referrals to other PC groups documented
• # of times corresponding with other PC groups
• # of training sessions for new leaders
• # of continuing education sessions for experienced
leaders

• # and types of other on-going support activities for
volunteer leaders
• # of volunteers trained as group facilitators
• Perceptions of trained volunteers for readiness to
function as group facilitators
July 16, 2002
Page 22
2) One-to-One Contacts
• Offer one-to-one contact to provide
information and support to all men with
prostate cancer, including those in the
diagnostic process
• Provide recruitment and on-going training
and monitoring for M2M leaders and
volunteers

activities
• # of contact pairings
• Frequency and duration of contact pairings
• Types of information shared during contact pairings
• # of volunteers trained
• Perception of readiness by trained volunteers
• Documented attempts for recruiting volunteers
• Documented on-going training activities for volunteers
• Documented support activities
3) Community Education and Awareness
• Conduct public awareness activities to
inform the public about prostate cancer
and M2M
activities

• # of screenings provided by various health care
providers/agencies over assessment period
• Documented ACS staff and volunteer efforts to
publicize the availability and importance of PC and
screenings, including health fairs, public service
announcements, billboard advertising, etc.
• # of addresses to which newsletters are mailed
• Documented efforts to increase newsletter mailing list
Page 23
Linking YOUR program components, questions, and methods
Consider each of your program components and questions that
you have devised in an earlier section of this workbook, and the
methods that you checked off on the "types of methods" table.
Now ask yourself, how will I use the information I have
obtained from this question? And, what method is most
appropriate for obtaining this information?
Program Component

Specific questions that go with this
component
How will I use this
information?
Best method?
Page 24

Program Component
Specific questions that go with this
component
How will I use this
information?
Best method?

July 16, 2002
Page 25
Data Collection Plan
Now let's put your data collection activities on one sheet - what
you're collecting, how you're doing it, when, your sample, and
who will collect it. Identifying your methods that you have just
picked, instruments, and data collection techniques in a
structured manner will facilitate this process.
Method
Type of data (questions, briefly
indicated)
Instrument used
When
implemented
Sample
Who collects
E.g.: Patient
interviews in health

dept clinics
Qualitative - what services they are
using, length of visit, why came in,
how long wait, some quantitative
satisfaction ratings
Interview created
by evaluation team
and piloted with
patients
Oct-Dec; days
and hrs
randomly
selected
10 interviews
in each
clinic
Trained
interviewers

July 16, 2002

Consider a Management Information System
Process data is frequently collected through a management
information system (MIS) that
is designed to record characteristics of participants,
participation of participants, and
characteristics of activities and services provided. An MIS is a
computerized record
system that enables service providers and evaluators to
accumulate and display data
quickly and efficiently in various ways.
Will your evaluation be enhanced by periodic data presentations
in tables or other
structured formats? For example, should the evaluation utilize a
monthly print-out of
services utilized or to monitor and process recipient tracking
(such as date, time, and
length of service)?
YES
NO
Does the agency create monthly (or other periodic) print outs
reflecting
services rendered or clients served?

YES
NO
Will the evaluation be conducted in a more efficient manner if
program
delivery staff enter data on a consistent basis?
YES
NO
Does the agency already have hard copies of files or records
that would be
better utilized if computerized?
YES
NO
Does the agency already have an MIS or a similar computerized
database?
YES

NO
If the answers to any of these questions are YES,
consider using an MIS for your evaluation.
If an MIS does not already exist, you may desire to design a
database in which you can
enter information from records obtained by the agency. Thi s
process decreases missing
data and is generally efficient.
If you do create a database that can be used on an ongoing
basis by the agency, you may
consider offering it to them for future use.
Page 27
July 16, 2002
Information to be included in your MIS

Examples include:
Client demographics
Client contacts
Client services
Referrals offered
Client outcomes
Program activities
Staff notes
Jot down the important data you would like to be included in
your MIS.
Managing your MIS
What software do you wish to utilize to manage your data?
What type of data do you have?
How much information will you need to enter?
How will you ultimately analyze the data? You may wish to
create a database directly in
the program you will eventually use, such as SPSS?
Will you be utilizing lap tops?

July 16, 2002
If so, will you be taking them onsite and directly entering your
data into them?
How will you download or transfer the information, if
applicable?
What will the impact be on your audience if you have a laptop?
Tips on using an MIS
If service delivery personnel will be collecting and/or entering
information into the MIS
for the evaluator's use, it is generally a good idea to provide
frequent reminders of the

importance of entering the appropriate information in a timely,
consistent, and regular
manner.
For example, if an MIS is dependent upon patient data
collected by public health officers
daily activities, the officers should be entering data on at least a
daily basis. Otherwise,
important data is lost and the database will only reflect what
was salient enough to be
remembered and entered at the end of the week.
Don't forget that this may be burdensome and/or inconvenient
for the program staff.
Provide them with frequent thank you's.
Remember that your database is only as good as you make it.
It must be organized and
arranged so that it is most helpful in answering your questions.
If you are collecting from existing records, at what level is he
data currently available?
For example, is it state, county, or city information? How is it
defined? Consider whether
adaptations need to be made or additions need to be included for
your evaluation.
Back up your data frequently and in at least one additional
format (e.g., zip, disk, server).

Consider file security. Will you be saving data on a network
server? You may need to
consider password protection.
Page 29
July 16, 2002
Allocate time for data entry and checking.
Allow additional time to contemplate the meaning of the data
before writing the report.
Page 30

July 16, 2002
Implement Data Collection and Analysis
Data collection cannot be fully reviewed in this workbook, but
this page offers a few tips
regarding the process.
General reminders:
THANK everyone who helps you, directs you, or participates
in anyway.
Obtain clear directions and give yourself plenty of time,
especially if you are traveling
long distance (e.g., several hours away).
Bring all of your own materials - do not expect the program to
provide you with writing
utensils, paper, a clipboard, etc.
Address each person that you meet with respect and attempt to
make your meeting as
conducive with their schedule as possible.
Most process evaluation will be in the form of routine record
keeping (e.g., MIS). However, you
may wish to interview clients and staff. If so:

Ensure that you have sufficient time to train evaluation staff,
data collectors, and/or
organization staff who will be collecting data. After they have
been trained in the data
collection materials and procedure, require that they practice
the technique, whether it is
an interview or entering a sample record in an MIS.
If planning to use a tape recorder during interviews or focus
groups, request permission
from participants before beginning. You may need to turn the
tape recorder off on
occasion if it will facilitate increased comfort by participants.
If planning to use laptop computers, attempt to make
consistent eye contact and spend
time establishing rapport before beginning. Some participants
may be uncomfortable with
technology and you may need to provide education regarding
the process of data
collection and how the information will be utilized.
If planning to hand write responses, warn the participant that
you may move slowly and

July 16, 2002
may need to ask them to repeat themselves. However, prepare
for this process by
developing shorthand specific to the evaluation. A sample
shorthand page follows.
Page 32
July 16, 2002
Annual Evaluation Reports
The ultimate aim of all the Branch’s evaluation efforts is to
increase the intelligent use of
information in Branch decision-making in order to improve
health outcomes. Because we
understand that many evaluation efforts fail because the data are
never collected and that even
more fail because the data are collected but never used in

decision-making, we have struggled to
find a way to institutionalize the use of evaluation results in
Branch decision-making.
These reports will serve multiple purposes:
The need to complete the report will increase the likelihood
that evaluation is done and
data are collected.
The need to review reports from lower levels in order to
complete one’s own report
hopefully will cause managers at all levels to consciously
consider, at least once a year,
the effectiveness of their activities and how evaluation results
suggest that effectiveness
can be improved.
The summaries of evaluation findings in the reports should
simplify preparation of other
reports to funders including the General Assembly.
Each evaluation report forms the basis of the evaluation report
at the next level. The contents
and length of the report should be determined by what is mot
helpful to the manager who is
receiving the report. Rather than simply reporting every
possible piece of data, these reports
should present summary data, summarize important conclusions,
and suggest recommendations
based on the evaluation findings. A program-level annual
evaluation report should be ten pages
or less. Many my be less than five pages. Population team and
Branch-level annual evaluation

reports may be longer than ten pages, depending on how many
findings are being reported.
However, reports that go beyond ten pages should also contain a
shorter Executive Summary, to
insure that those with the power to make decisions actually read
the findings.
Especially, the initial reports may reflect formative work and
consist primarily of updates on the
progress of evaluation planning and implementation. This is
fine and to be expected.
However, within a year or two the reports should begin to
include process data, and later actual
outcome findings.
This information was extracted from the FHB Evaluation
Framework developed by Monica Herk and Rebekah Hudgins.
Page 33
July 16, 2002
Suggested shorthand - a sample
The list below was derived for a process evaluation regarding
charter schools. Note the use of general shorthand as
well as shorthand derived specifically for the evaluation.

CS
Charter School
mst
Most
Sch School b/c Because
Tch Teacher, teach st Something
P Principal b Be
VP Vice Principal c See
Admin Administration, administrators r Are
DOE Dept of Education w/ When
BOE Board of Education @ At
Comm Community ~ About
Stud Students, pupils = Is, equals, equivalent
Kids Students, children, teenagers ≠ Does not equal, is not the
same
K Kindergarten Sone Someone
Cl Class # Number
CR Classroom $ Money, finances, financial, funding,
expenses, etc.
W White + Add, added, in addition
B Black < Less than
AA African American > Greater/more than
SES Socio-economic status ??? What does this mean? Get more

info on, I'm confused…
Lib Library, librarian DWA Don't worry about (e.g. if you wrote
something unnecessary)
Caf Cafeteria Ψ Psychology, psychologist
Ch Charter ∴ Therefore
Conv Conversion (school) ∆ Change, is changing
S-up Start up school mm Movement
App Application, applied ↑ Increases, up, promotes
ITBS Iowa Test of Basic Skills ↓ Decreases, down, inhibits
LA Language arts X Times (e.g. many x we laugh)
SS Social Studies ÷ Divided (we ÷ up the classrooms)
QCC Quality Core Curriculum C With
Pol Policy, politics Home, house
Curr Curriculum ♥ Love, adore (e.g. the kids ♥ this)
LP Lesson plans Church, religious activity
Disc Discipline O No, doesn't, not
Girls, women, female 1/2 Half (e.g. we took 1/2)
Boys, men, male 2 To
Page 34
July 16, 2002
F

Father, dad
c/out
without
P
Parent
2B
To be
M
Mom, mother
e.g.
For example
i.e.
That is
…

If the person trails off, you missed
information
Appendix A
Logic Model Worksheet
Population Team/Program Name
__________________________ Date
_______________________
If the following
CONDITIONS
AND
ASSUMPTIONS
exist...
And if the following
ACTIVITIES are
implemented to
address these
conditions and
assumptions
Then these
SHORT-TERM

OUTCOMES may
be achieved...
And these
LONG-TERM
OUTCOMES
may be
acheived...
And these LONG-
TERM GOALS can
be reached....

July 16, 2002
Appendix B
Pitfalls To Avoid
Avoid heightening expectations of delivery staff, program
recipients, policy makers, or

community members. Ensure that feedback will be provided as
appropriate, but may or may
not be utilized.
Avoid any implication that you are evaluating the impact or
outcome. Stress that you are
evaluating "what is happening," not how well any one person is
performing or what the
outcomes of the intervention are.
Make sure that the right information gets to the right people -
it is most likely to be utilized
in a constructive and effective manner if you ensure that your
final report does not end up on
someone's desk who has little motivation or interest in utilizing
your findings.
Ensure that data collection and entry is managed on a
consistent basis - avoid developing an
evaluation design and than having the contract lapse because
staff did not enter the data.

July 16, 2002
Appendix C
References
References used for completion of this workbook and/or that
you may find helpful for
additional information.
Centers for Disease Control and Prevention. 1995. Evaluating
Community Efforts to Prevent
Cardiovascular Diseases. Atlanta, GA.
Centers for Disease Control and Prevention. 2001. Introduction
to Program Evaluation for
Comprehensive Tobacco Control Programs. Atlanta, GA.
Freeman, H. E., Rossi, P. H., Sandefur, G. D. 1993. Workbook
for evaluation: A systematic
approach. Sage Publications: Newbury Park, CA.
Georgia Policy Council for Children and Families; The Family
Connection; Metis Associates,
Inc. 1997. Pathways for assessing change: Strategies for
community partners.
Grembowski, D. 2001. The practice of health program
evaluation. Sage Publications: Thousand
Oaks.

Hawkins, J. D., Nederhood, B. 1987. Handbook for Evaluating
Drug and Alcohol Prevention
Programs. U.S. Department of Health and Human Services;
Public Health Service; Alcohol,
Drug Abuse, and Mental Health Administration: Washington, D.
C.
Muraskin, L. D. 1993. Understanding evaluation: The way to
better prevention programs.
Westat, Inc.
National Community AIDS Partnership 1993. Evaluating
HIV/AIDS Prevention Programs in
Community-based Organizations. Washington, D.C.
NIMH Overview of Needs Assessment. Chapter 3: Selecting the
needs assessment approach.
Patton, M. Q. 1982. Practical Evaluation. Sage Publications,
Inc.: Beverly Hills, CA.
Page 37
July 16, 2002

Posavac, E. J., Carey, R. G. 1980. Program Evaluation: Methods
and Case Studies.
Prentice-Hall, Inc.: Englewood Cliffs, N.J.
Rossi, P. H., Freeman, H. E., Lipsey, M. W. 1999. Evaluation:
A Systematic Approach. (6th
edition). Sage Publications, Inc.: Thousand Oaks, CA.
Scheirer, M. A. 1994. Designing and using process evaluation.
In: J. S. Wholey, H. P. Hatry, &
K. E. Newcomer (eds) Handbook of practical program
evaluation. Jossey-Bass Publishers: San
Francisco.
Taylor-Powell, E., Rossing, B., Geran, J. 1998. Evaluating
Collaboratives: Reaching the
potential. Program Development and Evaluation: Madison, WI.
U.S. Department of Health and Human Services; Administration
for Children and Families;
Office of Community Services. 1994. Evaluation Guidebook:
Demonstration partnership
program projects.
W.K. Kellogg Foundation. 1998. W. K. Kellogg Foundation
Evaluation Handbook.
Websites:
www.cdc.gov/eval/resources
www.eval.org (has online text books)
www.wmich.edu/evalctr (has online checklists)
www.preventiondss.org
When conducting literature reviews or searching for additional

information, consider using
alternative names for "process evaluation," including:
formative evaluation
program fidelity
implementation assessment
implementation evaluation
program monitoring
Grader - Instructions PPT 2019
ProjectExp19_PowerPoint_Ch01_ML1_Time_Management
Project Description:
You belong to a student organization on campus that has asked
you to put together a presentation on time management. You
created a presentation with some basic content for a school
project you will use as starting point. You want to modify the
presentation to make it more appealing and better portray the
message.
Steps to Perform:
Step
Instructions
Points Possible
1
Start PowerPoint. Download and open the file named
Exp19_PPT_Ch01_ML1_TimeManagement.pptx. Grader has
automatically added your last name to the beginning of the
filename.
0
2
Apply the Gallery theme and change the variant to the second
variant.
8
3
Change the theme colors to Aspect and the theme fonts to
Corbel.
8

4
Add the title Time Management in the title placeholder. Type
Use Your Time Wisely in the subtitle placeholder.
4
5
If you want to use slides from another presentation, the Reuse
Slides features saves considerable time, as you do not have to
copy and paste slides from another presentation.
Use the Reuse Slides feature to add all slides from Time.pptx
into the open presentation. Preserve the order of the slides.
Ensure the Use source formatting or Keep source formatting
check box is not selected so that the inserted slides take on the
design and formatting of the open presentation.
14
6
Delete Slide 2. Move Slide 3 so that it becomes Slide 2.
4
7
Click Slide 5 and add a new slide. Change the slide layout to
Content with Caption on the newly inserted slide. In the top left
placeholder, type What's Stealing Your Time? (including the ?
mark). Increase the font size of the text to 44 pt and apply Bold.
Click the bottom placeholder and type Identify aspects of your
personal management that need to improve! Increase the font
size of the text to 24 pt.
10
8
Images can be used to enhance a presentation and better portray
your message.
On the newly created slide (slide 6), insert the Steal.jpg image
in the content placeholder on the right. Change the width of the
image to 6.3".
5

9
Apply the Bevel Perspective Left, White picture style. Change
the Picture Border to Tan, Background 2. Set the horizontal
position of the image to 4.8" and the vertical position to 1.5 ".
9
10
Change the layout of Slide 4 to Title and Content. Insert the
TimeMarches.jpg image in the content placeholder. Crop the top
and bottom of the image so that most of the white area is
removed. Change the width of the image to 7.9".
7
11
Apply the Moderate Frame, White picture style. Change the
Picture Border to Tan, Background 2. Set the Horizontal
position of the image to 2.7" and the Vertical position to 2.5".
9
12
SmartArt allows you to communicate information visually with
graphics instead of just using text.
On Slide 5, convert the list to a Vertical Box List SmartArt
graphic.
8
13
On Slide 3, convert the list to a Basic Block List SmartArt
graphic.
8
14
Check the presentation for spelling errors. Make corrections as
needed on the slides and notes.
2
15
To help you prepare and deliver your presentation you will add
speaker notes.
Type the following speaker note on Slide 6: To better manage

your time it will be important to identify aspects of your
personal management that may need to improve.
4
16
Save and close Exp19_PPT_Ch01_ML1_TimeManage ment.pptx.
Submit the file as directed.
0
Total Points
100
Created On: 02/24/2020 1 Exp19_PowerPoint_Ch01_ML1 -
Time Management 2.1
1
Case study Paula
Tolulope I. Moses
Master of Social Work, Walden University
SOCW 6311
Dr. Ashley Nazon
March 19, 2022

The Problem(s) that Are the Focus of Treatment
Paula presents several health problems that require medical
attention. Some of the notable complications include HIV,
multiple foot ulcers, and Hepatitis C. Paula's health situation
has been complicated due to her inconsistencies in taking her
medications. Despite the constant and consistent explanation
from her doctor and social worker, she has not been compliant.
Consequently, it has reduced the efforts of the physicians to
diagnose and improve her health status effectively. According
to the physician, Paula lacks insight into the importance of her
medication and does not follow any instructions provided. It has
come as a shock to even her doctors considering Paula had
started using chamomile tea on her foot ulcers, yet she
completely ignored the medication. Paula’s psychiatrist has
monitored her progress in and out of hospital for more than 10
years.
However, he notes that Paula is generally non-compliant with
her medication. This has led to her hospitalization to stabilize
her condition. The psychiatrist notes that Recent life events
have complicated Paula's situation. In particular, the
psychiatrist notes that Paula has been affected by her recent
pregnancy, which she got by a man who has been back trolling
her. As a result, Paula has been forced to decompensate by
engaging in smoking to calm her nerves. Reportedly, Paula
disclosed to her social worker that she is neither taking her
medication nor eating, informing the decision to hold her for 72
hours at the hospital.
The report from the OB nurse seems encouraging especially
considering that Paula has been diagnosed with her mental
problem-specifically a bipolar condition. With a series of other
medical problems, including HIV and Hepatitis dealing with
pregnancy at the age of 43 poses a great risk to her health.
However, Paula has only attended two of her appointments,
complicating her condition if not addressed. According to the

report by Paula's social worker, she has been rebellious,
especially after being admitted to the hospital. This has changed
their working relationship since Paula feels her confidence was
betrayed. Nonetheless, considering her psychiatric issues, it was
difficult to contemplate how Paula would handle her pregnancy.
More worrying was how she would provide for the needs of her
unborn child.
The Intervention Approach
Persons living with HIV/AIDS face different challenges,
especially in following treatment recommendations to improve
and maintain an optimal health status (Bromberg et al., 2020).
The situation becomes complex when HIV-infected persons
have other underlying mental health problems. For the case of
Paula, having been diagnosed with bipolar and a constantly
unstable social life has made her health condition worrying
leading to the admission to the hospital. Studies have equally
shown an overlap between mental disorders and HIV infection
(Haines et al., 2021). These mental disorders include bipolar
disorder and major depressive disorder. For Paula, she has been
diagnosed with the latter. Indeed, it is estimated that the
prevalence of HIV among individuals with serious mental
problems ranges from 1 to 24 percent (Brown et al., 2021). The
consequence of having SMI is that it affects medication
adherence. For instance, the presence of stress and depression
affects the immune response. Thus, failure by the patient to take
prescribed medication increases the risk of worsening the
current condition and for opportunistic diseases to attack.
Essentially, this calls for the integration of holistic clinical
management care that should comprise psychiatric and social
work care to ensure all patient needs are met and addressed
effectively.
Most importantly, studies have shown that non-adherence to
psychiatric medication can disrupt mood, effectively affecting
adherence to other medications. If these issues are not
addressed, the client may develop other risk behaviours such as
suicide sedation and neurocognitive impairment. One particular

risk behaviour identified in Paula's case is engaging in smoking.
Since she is pregnant, engaging in such behaviours does not
only affect her health but also increases the risk of her unborn
child. According to the assessment of the interdisciplinary
committee, it was anonymously concluded that Paula was
deemed a suicidal risk prompting the need to hold in her
hospital to monitor her condition. Harbouring suicide thoughts
is a common sign among individuals diagnosed with SMI and
HIV. Depressive disorders and substance use are highly
predictive behaviour to suicidal ideation.
Additionally, neuropsychological impairment is another
common behaviour associated with people living with HIV and
serious mental infections. This affects the judgment and ability
to make rational decisions. Most importantly, it exacerbates
other negative outcomes, including the inability to follow
medication guidelines.
A Summary of the Literature
Given the information provided regarding the client, it is
important to recognize multiple health problems present to
develop an effective intervention. In particular, the practitioners
need to be aware of the existing mental health problem to
provide a robust approach in addressing Paula’s case. The
interventions used in the treatment of Paula should include both
developed and others that will be developed along the process.
The intervention I would recommend for the client is a
behavioural intervention, specifically behavioural therapy that
will integrate a case manager and a technological technique
such as text messaging. The intervention effectively improves
client adherence to both psychiatric treatments and HIV
medication (Brown et al., 2021). The intervention focuses on
reducing risk behaviours such as unprotected sex, which
increases the risk of other health problems such as sexually
transmitted infections. Research has also showcased that an
individual with multiple co-occurring conditions can be treated
successfully with appropriate supportive resources, medication
adherence and increased monitoring of the patient’s progress

(Remien et al., 2019).
Similarly, considering that Paula is pregnant, I would also
consider integrating pre-exposure prophylaxis (PrEP) to prevent
infecting the unborn child with HIV. The recommended
intervention will be applied for at least one month with w eekly
evaluation to determine how the client responds to medication
guidelines (Remien et al., 2019). The time will also allow the
interdisciplinary team to conduct individual tests and establish
the suitability of the intervention to the needs of the client in
the short and long-term
The Purpose for Conducting a Single-System (Subject) Research
Evaluation
Single system (subject) refers to quantitative research that
focuses on studying the behaviour details of the participant in a
group, usually between 2 and 10 (Kenyon et al., 2021). There is
a difference between the single system (subject) research and
group research. Typically group research often focuses on a
large number of participants and evaluates their behaviour. The
primary purpose of a single-subject system design is to
facilitate the evaluation of participants' responses to the
intervention used to address the problem at hand. Intentionally,
it serves the purpose of studying one participant at a time. Thus,
for Paula, single-system subject research evaluation will play a
significant role in understanding the health problems and how to
address them to improve her quality of life effectively.
The Measures for Evaluating the Outcomes and Observing
Change
Measures of evaluating the outcomes for Paula's intervention
include a series of repeated actions to evaluate the performance
of strategy during treatment. Particularly, the measures are
utilized to determine the trend in treatment data and determine
the effectiveness of the treatment method. It will also provide
the researcher with a guideline in establishing the need for
change if the intervention is deemed ineffective.
Table 1: Task completion scores
Week1

1
2
3
4
5
6
Area
Bipolar Disorder Care
2
1
2
0
4
2
HIV Medication
2
1
1
3
0
4
Prenatal Care
1
1
3
0
0
1

Table 2: Problem changing scores
Week1
1
2
3
4
5
6
Area
Bipolar Disorder Care
5
6
7
8
9
9
HIV Medication
4
5
6
7
8
8
Prenatal Care
3
4
5
6
7
9
Evidence from Your Literature Search about the Nature of the
Measures
Research shows that a single system subject requires a strong
measurement to facilitate the identification of a series of quality
indicators regarding the health problem being investigated by a

patient. For example, it is critical for these measures to include
descriptions and characteristics of the participants, settings, and
independent and dependent variables. The measures are
essential in establishing a baseline design that will inform the
observations made by the participants.
The Validity and Reliability of The Measures
Observation is one of the most direct and precise techniques of
measuring behaviour change. The observation is true as long as
at least one observer reaches a common conclusion. This allows
for the calculation of interobserver reliability, enhancing the
credibility of the results. In particular, observation can be
essential in tracking variables such as the number of times the
patient misses out on medication, repeated patterns during
therapy sessions and immediate response to a certain decision.
The reliability and validity of measures are less subjective to
interferences, judgment and estimates used in other measures.
How Baseline Measures Will Be Obtained
Baseline measures provide the level of behaviour (the DIV) as it
occurs naturally before implementing the intervention (Hart et
al., 2018). It serves two critical purposes: the descriptive
function and the predictive function. The baseline should
showcase the trend before and after the intervention. A trend
can be defined as an indicative illustration of the behaviour
direction. Notably, the baseline may show no trend, a
decreasing trend and an increasing trend. The researcher's
responsibility is to initiate the intervention in an ascending
baseline if the goal is to decrease the behaviour. In contras t, the
intervention for a descending baseline is applicable if the aim is
to increase the behaviour.
How Often Follow-Up Measures Will Be Administered
Considering that the recommended intervention will run for at
least one month before concluding whether it is effective, the
follow-up measures will be administered weekly. Notably,
repeated measurements are critical in identifying the client's
status. Also, it will be essential in establishing the baseline
phase before and after the intervention.

The Criteria That You Would Use to Determine Whether the
Intervention Is Effective
To determine the effectiveness of the intervention, I would
document the target outcome variables. For example, for the
case of Paula, it is important to determine her adherence to
medication and psychiatric treatment. These should be recorded
for purposes of establishing baseline data for comparison
purposes.
How the Periodic Measurements Could Assist You in Your
Ongoing Work with Paula
With Paula exhibiting multiple health problems, periodic
measurements come in handy, especially in recording and
documenting the occurrence of events. Essentially, these
records can be utilized in making intermittent decisions
regarding the progress made by the client (Caneiro et al., 2019).
Additionally, to enhance the effectiveness of the intervention,
baseline data variables can be compared with periodic
measurement observation to identify gaps and make necessary
changes. This will, in particular, aid the management of
multiple health problems by marking how the client is
responding and improving the independence of each health
complication.
References
Bromberg, D. J., Mayer, K. H., & Altice, F. L. (2020).
Identifying and managing infectious disease syndemics in
patients with HIV. Current Opinion in HIV and AIDS, 15(4),
232. https://doi.org/10.1097/COH.0000000000000631
Brown, L. A., Mu, W., McCann, J., Durborow, S., & Blank, M.
B. (2021). Under-documentation of psychiatric diagnoses among
persons living with HIV in electronic medical records. AIDS
care, 33(3), 311-315
https://doi.org/10.1080/09540121.2020.1713974
Caneiro, J. P., Smith, A., Linton, S. J., Moseley, G. L., &
O'Sullivan, P. (2019). How does change unfold? An evaluation
of the process of change in four people with chronic low back

pain and high pain-related fear managed with Cognitive
Functional Therapy: a replicated single-case experimental
design study. Behaviour Research and Therapy, 117, 28-39.
https://doi.org/10.1016/j.brat.2019.02.007
Haines, C., Loades, M. E., Coetzee, B. J., & Higson-Sweeney,
N. (2021). Which HIV-infected youth are at risk of developing
depression, and what treatments help? A systematic review is
focusing on Southern Africa. International Journal of
Adolescent Medicine and Health, 33(5). HIV-infected adults in
the United States. JAMA Psychiatry, 75(4), 379-385
https://www.degruyter.com/document/doi/10.1515/ijamh-2019-
0037/html?lang=de
Hart, B. B., Nordell, A. D., Okulicz, J. F., Palfreeman, A.,
Horban, A., Kedem, E., ... & Neaton, J. D. (2018). Inflammation
Related Morbidity and Mortality Among HIV-Positive Adults:
How Extensive Is It?. Journal of acquired immune deficiency
syndromes (1999), 77(1), 1.
https:doi.org/10.1097/QAI.0000000000001554
Kenyon, L. K., Aldrich, N. J., Farris, J. P., Chesser, B., &
Walenta, K. (2021). Exploring the Effects of power mobility
training on parents of exploratory power mobility learners: a
multiple-baseline single-subject research design
study. Physiotherapy Canada, 73(1), 76-89
https://doi.org/10.3138/ptc-2019-0045
Remien, R. H., Stirratt, M. J., Nguyen, N., Robbins, R. N., Pala,
A. N., & Mellins, C. A. (2019). Mental health and HIV/AIDS:
the need for an integrated response. AIDS (London,
England), 33(9), 1411.
https://doi.org/10.1097/QAD.0000000000002227
SOCIAL WORK CASE STUDIES: CONCENTRATION YEAR

68
Social Work Research:
Qualitative Groups
A focus group was conducted to explore the application of
a cross-system collaboration and its effect on service delivery
outcomes among social service agencies in a large urban county
on the West Coast. The focus group consisted of 10 social
workers
and was led by a facilitator from the local office of a major
commu-
nity support organization (the organization). Participants in the
focus group had diverse experiences working with children,
youth,
adults, older adults, and families. They represented agencies
that
addressed child welfare, family services, and community mental
health issues. The group included five males and five females
from
diverse ethnicities.
The focus group was conducted in a conference room at the
organization’s headquarters. The organization was interested in
exploring options for greater collaboration and less
fragmentation
of social services in the local area. Participants in the group
were
recruited from local agencies that were either already receiving
or were applying for funding from the organization. The 2-hour
focus group was recorded.
The facilitator explained the objective of the focus group and
encouraged each participant to share personal experiences and
perspectives regarding cross-system collaboration. Eight ques-
tions were asked that explored local examples of cross-system

collaboration and the strengths and barriers found in using the
model. The facilitator tried to achieve maximum participation
by
reflecting the answers back to the participants and maintaining
eye contact.
To analyze the data, the researchers carefully transcribed the
entire recorded discussion and utilized a qualitative data
analysis
software package issued by StatPac, which offers a product
called
Verbatim Blaster. This software focuses on content coding and
word counting to identify the most salient themes and patterns.
The focus group was seen by the sponsoring entity as
successful because every participant eventually provided feed-
back to the facilitator about cross-system collaboration. It was
also
RESEARCH
69
seen as a success because the facilitator remained engaged and
nonjudgmental and strived to have each participant share their
experiences.
In terms of outcomes, the facilitator said that the feedback
obtained was useful in exploring new ways of delivering
services
and encouraging greater cooperation. As a result of this process,
the organization decided to add a component to all agency
annual
plans and reports that asked them to describe what types of

cross-
agency collaboration were occurring and what additional efforts
were planned.
6
Analyzing Focus Group Findings
Tolulope I. Moses
SOCW 6311
Dr. Ashley Nazon
April 1, 2022
Introduction
One dominant barrier that I have noted in providing better
health services for patients is the social stigma associated with
mental illness (Vaismoradi et al., 2013). Based on the data that
was provided, there are several challenges, stigma and biases

associated with mental health services resources and patients’
views. Stigma can be described as the negative perception
directed toward persons suffering from mental distress. If no
checks and balances are applied, stigma may lead to
unwarranted discrimination of persons with mental illness.
Discuss the themes found in the Week 5 Handout: Content
Analysis of Focus Groups. Based on this data, what is your
analysis of the current barriers to services?
Social stigma affects how patients seek medical attention from
physicians and psychiatrists. For example, due to social stigma
and discrimination, patients may stop taking medication,
making their situation more complex. Perceptively, due to
feelings of shame and hopelessness, patients may result in
isolation, increasing the risk of other medical conditions
developing. It has been noted that patients may fear facing
psychiatrists. Since these patients do not trust psychiatrists and
other health professionals, providing needed care becomes
challenging. Successful treatment of patients requires building
positive rapport to promote patient confidence. However, the
prognosis process does not improve patients' health outcomes
with the social stigma.
Financial difficulty is cited as another barrier to providing care
services to mentally ill patients (Vaismoradi et al., 2013). If a
patient cannot afford to pay for psychiatrist services, they are
reluctant to seek professional medical care. Some health
professionals charge high fees, especially for specialized
psychiatrists services which prevent struggling patients from
accessing necessary services. Consequently, few people with a
mental health condition with insurance covers or financial
capability can access the much-needed care while most continue
to live in deplorable conditions.
Two social work recommendations to address a current barrier
and explain how the recommendation proposed addresses the
findings.
The issue of social stigma affects the health of patients and the
provision of health services to mentally ill patients. As a social

worker, I suggest two potential recommendations to address the
issue. First, it is paramount to adopt a culturally-sensitive
approach when dealing with mentally-ill patients. For example,
people with mental health conditions suffer from discrimination
directed toward their state (Marsiglia & Booth, 2015). Using
language to point out a specific behavior associated with mental
illness can result in an adverse reaction from other people.
Language plays a vital role in shaping cultural perspectives in
many communities. Social stigma pushes mentally-ill patients
away from the social circle leading to isolation and loneliness.
For example, dealing with Chinese patients may be difficult,
given they are generally unwilling to open up during a
conversation with the doctor. It also makes it difficult to
establish common ground by building trust to allow for
effective intervention between the patient and the doctor. When
language barriers hinder the provision of health services, the
overall health outcomes are not significant. Thus, principal
stakeholders in social work should develop policies rich in
cultural backgrounds to create a productive environment that
accommodates the needs of culturally-diverse mental patients.
Second, financial constraints have negative implications on the
patients' health in general. Thus, the social work fraternity
should develop financial policies to reduce the burden of
acquiring mentally-related health services (Vaismoradi et al.,
2013). For example, insurance covers that include personal
psychiatrist fees compensation can encourage more people with
a mental health conditions to seek medical attention.
How you would collaborate with the research stakeholders (e.g.,
service providers and community members) to ensure that the
data are interpreted accurately and that the practice
recommendations will be culturally appropriate.
Collaboration is a significant feature to promote a holistic
approach to providing health services to disadvantaged groups
(Abuhammad & Dalky, 2019). To ensure a comprehensive
interpretation of the focus group data, I would engage other
stakeholders in different capacities. For example, the

community members would play a significant role in fighting
social stigma among mentally-ill patients through sensitization.
Service care providers such as psychiatrists would be engaged
to provide therapy sessions to the patients. Due to damage
caused by social stigma, psychiatrists can work collaboratively
with other professionals to restore patients' confidence. OB
nurse would be involved in daily monitoring of the patients to
determine progress daily.
What specific cultural knowledge do you think you need to
obtain to conduct culturally sensitive research with this group?
Cultural competence is a prerequisite for all social workers (Lee
et al., 2016). It is a necessary tool to enlist and understand
patients with diverse cultural backgrounds. One of my vital
skills is cultural knowledge. I have a vast knowledge of
different cultural backgrounds, making it easy to interact with
my patient easily. For instance, other ethnic groups such as
Asians, African-Americans, and Hispanics have different
perceptions regarding prevention measures to address mental
illnesses. Thus, with my cultural skills, I interpreted the group
data by relating it to different perspectives held by diverse
communities. Additionally, having worked and lived among
other groups, I can use my knowledge to address
intersectionality among the focus group and provide centered
care to my patients. I also feel that obtaining skills in promoting
multiracial alliance among communities can be significant in
conducting culturally sensitive research.
Summary
Cultural awareness and competence play a huge role in how
social workers effectively carry out their services when dealing
with culturally sensitive clients. And this was also emphasized
by NASW that “Social workers should have a knowledge base
of their clients' cultures and be able to demonstrate competence
in the provision of services that are sensitive to clients' cultures
and to differences among people and cultural groups.” (NASW,
2018). For social workers to be culturally competent, there is
need to look at, traditions, beliefs, background, values, and

belief of clients in other to effectively provide services. When
social worker understands and has more knowledge about
clients, there will be little or no barrier to effectively serve the
client.
References
Abuhammad, S., & Dalky, H. (2019). Ethical Implications of
Mental Health Stigma: Primary Health Care Providers’
Perspectives. Glob J Health Sci, 11, 165-74 L:
https://doi.org/10.5539/gjhs.v11n12p165
Lee, M. Y., Wang, X. I. A. F. E. I., Cao, Y. I. W. E. N., Liu, C.
H. A. N. G., & Zaharlick, A. (2016). Creating a culturally
competent research agenda. Strategies for deconstructing racism
in the health and human services, 51-66
Marsiglia, F. F., & Booth, J. M. (2015). Cultural adaptation of
interventions in actual practice settings. Research on social
work practice, 25(4), 423-432
https://doi.org/101177/1049731514535989
National Association of Social Workers. (2018). Code of Ethics
of National Association of social workers. Retrieved from
https://www.socialworkers.org/About/Ethics/Code-of-
Ethics/Code-of-Ethics-English
Vaismoradi, M., Turunen, H., & Bondas, T.E. (2013). Content
analysis and thematic analysis: Implications for conducting a
qualitative descriptive study. Nursing & health sciences, 15 3,

398-405 https://doi.org/10.1111/nhs.12048
6
Outlining a Logic Model
Tolulope I. Moses
SOCW 6311
Dr. Ashley Nazon
April 15, 2022
Practice-Level Logic Model Outline
Putting into Consideration the problem and challenges of
the Patrakis family, there is need to create a therapy session that
will maintain a healthy family dynamic that will address
challenges collaboratively with the input of family members.
Getting a reliable caregiver and income support, as well as
medication and nutrition, can also help address Helen’s

underlying problems. Interventions result from effective
management of stress and anxiety by Helen will enable her to
get needed support.
Problem
Needs
Underlying Causes
Intervention Activities
Outcomes
Helen has elevated levels of stress, disquiet, and back pain. She
is also faced with medication management issues,
Hellen does not know the best way of addressing her sons
substance addiction and how she can secure a reliable support
system for her mother-in-law
Hellen needs to know how she can manage her anxiety, address
her son addiction issues Family support system
Magda care
Lack of work-life balance. Hellen works full time, and she is
tasked with performing most of the house chores as well as
taking care of Magda who lives in a different apartment. Lack
of work-life balance is the cause of Helen's increased stress,
anxiety, and back pain.
Lack of family support and her son's addiction problems also
contribute to Hellen’s health problems and the quality of care
she offers to Magda.
The cognitive restructuring will be used to identify and stop
negative thoughts and feelings experienced by Hellen and
replace them with desirable thoughts (Ciharova et al., 2021)
Physical therapy will be used to ease Hellen’s back pain
psychotherapy and counselling services to aid in reducing stress
(Ciharova et al., 2021)
The cognitive restructuring will help Reduce symptoms of stress
and anxiety disorders (Ciharova et al., 2021)
Physical therapy will lead to
Pain management with

reduced need for opioids (Ciharova et al., 2021)
Fall prevention
Enhance mobility and movement
Psychotherapy will improve Helen's relationship with her family
and also enhance her mental health.
Program-Level Logic Model Outline
Problem
Needs
Underlying Causes
Intervention Activities
Outcomes
Helen's anxiety elevates her stress levels
Helen lacks emotional and financial support from the family
Her son's Substance issues
Magda care management
Work-life balance issues.
Helene needs to address stress and anxiety.
She also needs family support to aid her in the care management
of Magda
Helen's back pain issues also need to be addressed
Her son's addiction issues are also top of her priorities
The Petrakis family lacks a reliable caregiver for Magda.
Lack of support systems
Family financial position, considering that two of her children
are not employed.
Her son's addiction issues lead him to steal and become
negligent.
The Petrakis should hire a reliable caregiver for Magda
Social services such as income support, mental health services
to address Helen's sons’ addiction, and nutrition for Magda
Emotional with Cognitive behaviour therapy.
A reliable caregiver will ease Helen's burden
Social support such as income support will increase the family

income while mental health services will help Helen’s son over
addiction
CBT will help relax and manage stress positively
Support group activities that would lead to improved outcomes
Helen’s response to her challenges is not good. She is
concerned about maintaining order in her family. As such, she
cannot even disclose her son’s addiction to the family. She also
lacks a work-life balance considering that she works full-time
and must take care of Magda. Helen needs to cope with her
normal stressor and ensure that her well-being is at the top of
her priority. Cognitive restructuring is an ideal intervention to
aid Helen to cope with her negative thoughts (Ciharova et al.,
2021). This type of therapy yields desirable thoughts and helps
Helen cope with her stress triggers.
Helen also reports that she has back pain issues. This problem
can be addressed through physiotherapy sessions. A
physiotherapy session will help Hellen to manage her pain
without having to depend on opioids. Physiotherapy will also
help avoid other complications caused by chronic pain. Since
Helen is constrained financially enrolling her in a physiotherapy
session will help avert other healthcare costs associated with
complications arising from chronic pain (Becker-Haimes et al.,
2019). Physiotherapy sessions will reduce Helen's overreliance
on opioids for pain management and the adverse effects of a
long-term dependence on opioids.
The Petrakis family do not share their family information with
strangers because of culture and belief and because of the
family psychodynamic therapy will be appropriate to use in
other to address these concerns. Helens include problems lack
of family support and her son’s addiction issue. In family
psychodynamic therapy, the social worker guides group therapy
with the family (Becker-Haimes et al., 2019).
Decisions about group membership
Funding is the huge factor that will help relieve Helen
from stress and anxiety, this fund could come from her children

who are working. Secondly, the support group members need
time. Peers is a necessary factor that will enable her to share
her experiences and learn from how others have been able to
manage the situation. Also, Helen needs volunteers to help, and
what to use to communicate with peers. These activities are
done by members and volunteers to help her on weekly and
daily basis. Motivation from the peers will help Helen deal with
her son’s addiction problem. motivation and potential solutions
for Helen. This will also remove boredom and, she will feel
loved and engaged knowing the peers understand her situation
and what she’s going through (Mayo Clinic, 2020). Educating
Helen and family members about her situation for them to better
understand the situation is facing is very important and priority.
also, timely check-ups is important to help Helen keep an eye
on her progress.
Short- and long-term outcomes
The short-term goal of the support group is to empower
Helen financially. After which Alec should be evacuated from
Magda’s apartment and help her with John’s supported living
arrangement. The long-term goals will be to help Helen improve
mental sanity which will help her continue her responsibilities.
And find another way of care that is free of stress and anxiety.
Helen also wants a better care plan for Magda that is free of
stress for Magda. It is also pertinent to know that volunteering
is a good intervention that will ease her back pains,
Ways to measure the outcomes
Case basis method can be used to measure program
outcome. Caregiver appraisal can used measured using
Caregiver burden scale or caregiver distress scale and others.
Anxiety can be measured using Beck anxiety scale and brief
system inventory, Beck depression inventory and general health
questionnaires to measure depressive symptoms, while the
therapist and members measure observations and feedbacks
gotten using questionnaire from clients (Doyle et al., n.d.).
Conclusion

Addressing Helen’s Son’s addiction problems is vital to since it
exacerbates her problem. Addressing it will give her peace of
mind. Interventions such as Cognitive behavioural therapy is an
effective therapy to use when addressing addiction. As it
teaches how connection can be made between feeling and
actions, which also enhances awareness of how things impact
recovery (Ciharova et al., 2021).
References
Becker-Haimes, E. M., Williams, N. J., Okamura, K. H., &
Beidas, R. S. (2019). Interactions between clinician and
organizational characteristics to predict cognitive-behavioral
and psychodynamic therapy use. Administration and Policy in
Mental Health and Mental Health Services Research, 46(6),
701-712.
Ciharova, M., Furukawa, T. A., Efthimiou, O., Karyotaki, E.,
Miguel, C., Noma, H., ... & Cuijpers, P. (2021). Cognitive
restructuring, behavioral activation and cognitive-behavioral
therapy in the treatment of adult depression: A network meta-
analysis. Journal of Consulting and Clinical Psychology, 89(6),
563.
Doyle, C., Day, S., & Dort, P.V. (n.d.). Best practice
counselling interventions for carers of people with dementia.
Centre for health policy, programs and economics.

5
Planning A Needs Assessment 11
Tolulope I. Moses
SOCW 6311
Dr. Ashley Nazon
April 22, 2022
Planning and Needs assessment
Over forty-million adults in America who identified as
caregivers often find themselves stressed and overwhelmed with
caregiving roles. They offer care on a full-time or part-time
basis for persons –usually, family members who need assistance
with their day-to-day activities due to their illness. They have a
common need that needs to be addressed, such as counseling,
support, problem sharing, recognition in some cases, and
socializing (Mohile et al., 2020). Conducting a needs
assessment is critical to unveiling the needs of caregivers and
addressing them accordingly.
The resources needed to operate this service
Resources needed to offer support to caregivers include
respite care, financial support, emotional support, and medical
aid. Respite care lessens caregivers caring responsibilities. It
aids relieve their stress and maintaining their health. Respite
care through volunteer programs helps caregivers perform their
duties with less stress. Caregiving is often financially draining.

As such, caregivers, especially those on a full-time basis require
financial support to lessen the cost associated with caregiving
(Fernandes et al., 2018). The National Family Caregiver
Support Program, for instance, is a great resource for providing
financial support to caregivers offering care for people aged
sixty years and above. Emotional support is another great
resource needed to operate a support program for caregivers.
According to Fernandes et al. (2018), caregivers can benefit
immensely from emotional and psychological support. Family
and friends can be a great resource for offering emotional
support to caregivers. Online support groups are also great
avenues for offering emotional support to caregivers.
Caregivers have little medical knowledge and often rely on
medical experts to carry out their duties. Medical support
through Medicare is instrumental in providing support to
caregivers, which in turn improves their service delivery.
The program activities
Program activities for caregivers include Psychoeducation
group activities, process-oriented activities, support group
activities, and mindfulness activities.Psychoeducation group
activities are forms of group activities that involve sharing
information with caregivers. These activities include teaching
caregivers healthy coping skills and creating a healthy
environment for sharing and getting support. These activities
are led by an experienced instructor who takes control of the
group conversation and sets the goals for the group. In process -
oriented activities, the facilitator leads the caregiver team but
allows them to take center stage (White et al., 2018). The
facilitator avails activities, projects, or discussions that
members must complete. Process-oriented activities give
caregivers members a sense of belonging and accomplishment
which bolsters their self-esteem and builds trust and willingness
to be among other people. Support group activities make it
easier for caregivers to get them ready for meeting sessions.
The desired outcomes
Psychoeducation group activities will help create a safe

space for caregivers to share information and get the needed
support. Through these activities, caregivers will be equipped
with healthy coping skills that enhance the quality of care they
give (Frias et al., 2020). Since process-oriented activities offer
an opportunity for members to share information, it gives
members a sense of belonging. Support Group activities will
provide a platform where members share information and get
the support they need. It also offers a platform for obtaining
advice or information regarding treatment options (Frias et al.,
2020). Support group activities also help caregivers feel less
lonely and isolated, which translates into improved quality of
care.
A plan for gathering information about the population served
Most caregivers are found in hospitals and nursing homes;
hence they will be ideal for gathering data. Data will be
gathered by interviewing the focus groups and administering
questionnaires with pre-coded questions about self-care,
available resources, the support they receive, and their overall
wellbeing (Siraj-Blatchford, 2020). Questionnaires are
beneficial to respondents because they offer a faster way of
collecting gather, and they are also economical and easier to
analyse (Siraj-Blatchford, 2020). Where caregivers can be
reached physically, interviews will be used as a way of data
collection. Questionnaires are limited because the respondents
are required to address pre-coded questions. Interviews will
help gather in-depth information from respondents.
Justifications for your plans and decisions
Questionnaires will be used because they are economical,
convenient to use, and highly scalable. Questionnaires also
improve data accuracy levels. Since it may not be easy to get all
the caregivers to one place, online questionnaires can be used to
offer flexible ways of gathering data since respondents have the
autonomy to choose where and when to complete the
questionnaire. Since respondents find it difficult in conveying
their feelings and emotions, direct interviews will be used to
collect data where caregivers members can be reached (Siraj -

Blatchford, 2020). Furthermore, interviews are effective in
capturing emotions and behaviors. It also helps to capture both
verbal non-verbal-ques, which are all vital in aiding needs
assessment for caregivers.
Conclusion
In order to ascertain whether the needs of the caregivers
are being addressed, questionnaires can be sent to recipients to
identify whether the needs of the assessment are being
addressed as proposed in the program evaluation. The
effectiveness of service offered to caregivers during group
activities can be used to gauge whether the needs of caregivers
are being met by the program. In a nutshell, post-assessment
activities will be used as a follow-up to the needs assessment of
the implementation of the program evaluation.
References
Fernandes, C. S., Margareth, Â., & Martins, M. M. (2018).
Family caregivers of dependent elderly: same needs, different
contexts–a focus group analysis. Geriatrics, Gerontology and
Aging, 12(1), 31-37.
Frias, C. E., Garcia‐ Pascual, M., Montoro, M., Ribas, N.,
Risco, E., & Zabalegui, A. (2020). Effectiveness of a
psychoeducational intervention for caregivers of people with
dementia with regard to burden, anxiety and depression: a
systematic review. Journal of advanced nursing, 76(3), 787-802.
Mohile, S., Dumontier, C., Mian, H., Loh, K. P., Williams, G.
R., Wildes, T. M., ... & Shahrokni, A. (2020). Perspectives from
the Cancer and Aging Research Group: Caring for the
vulnerable older patient with cancer and their caregivers during
the COVID-19 crisis in the United States. Journal of geriatric
oncology, 11(5), 753-760.
Siraj-Blatchford, J. (2020). Surveys and questionnaires: An
evaluative case study. In Doing early childhood research (pp.
223-238). Routledge.
White, C. L., Overbaugh, K. J., Pickering, C. E., Piernik-Yoder,

B., James, D., Patel, D. I., ... & Cleveland, J. (2018). Advancing
Care for Family Caregivers of persons with dementia through
caregiver and community partnerships. Research Involvement
and Engagement, 4(1), 1-7.
7
Analyzing Focus Group Findings
Tolulope I. Moses
SOCW 6311
Dr. Ashley Nazon
April 10, 2022
Program Evaluation
Conducting program evaluation is critical to ensuring programs
success. Program evaluation helps to establish what is working
and what is not working and hence informs the program to

direct resources where it is needed the most. Program
evaluation also enables the organization to showcase program
effectiveness. Program evaluation should be designed to address
the question and concerns of eh stakeholders. Concerns of
stakeholders may relate to issues of accountability, ethics, and
effectiveness of the program.
Basic Center Program is the proposed program chosen. The role
of the stakeholders in the agency and concern they may have
would be critically analysed below.
Key Words; Program Evaluation, effectiveness, stakeholders,
and Basic Centre Program
The roles of the of Stakeholders in the agency and any concerns
that they might have about the proposed program evaluation
Stakeholders in the Basic centre program are runaway youths,
Parents, the community and entities addressing teen homeless,
such as foster care. Runaway youths play a significant role in
defining the goals of the BCP program (Norman-Major, 2018).
For instance, runaway teens could have unhealthy relationships
with their parents, which prompt them to run away from home
without their parent's knowledge. Some of them may be abusing
drugs, and others are experiencing segregation due to their
sexual orientation. Studies show that LGBTQ teens experience
more segregation than their heterosexual peers, increasing their
chances of running away from home (Norman-Major, 2018).
Homeless teens may be concerned about whether the proposed
program evaluation will address their challenges such as
unemployment, provision of shelter, educational needs and their
sexual orientation. The LBGQT may want to know if the
proposed program evaluation will ensure they are accepted
regardless of their sexual orientation.
Foster parents can work with BCP to rebuild the relationships of
the affected youths with their families. The role of foster
parents in the agency is invaluable since they aid in fostering
BCP goals of reuniting homeless youths with their loved ones
(Samuels, et al., 2019). Foster families may be concerned if the
proposed goal-based program evaluation is achieving the stated

program goals and the possibility of the program evaluation
deviating from initial program goals (Dudley, 2020). The
community supports the BCP goals by donating clothing and
foodstuffs, providing accommodation facilities and volunteering
their time to assist the affected teens. The community also plays
a vital role in creating a healthy environment that facilitates the
reconciliation of teens and their parents. The community can be
concerned about the program's approach to solving
homelessness and how effectively the program utilizes the
donated resources.
Draft of the program evaluation plan to submit to the
stakeholders
Goal-based program evaluation is utilized when the
program has made contact with at least an individual or groups
in the target group. The goal-based evaluation program is used
to determine how the program has attained its goals. The
purpose of the evaluation program is to systematically gather
data about the program activities and goals, monitor progress,
and report and communicate outcomes to stakeholders and
partners (Dudley, 2020). The proposed goals-based evaluation
program will gather data on teen homelessness, causes, and
efforts to address the problem.
Conducting a program evaluation can help establish what works
and what doesn't work. Outcome evaluation or goal-based
program evaluations helps the implementing entity to answer
the basic question regarding the program's efficacy, which helps
the program focus its resource on important components of the
program model that profit participants and volunteers (Dudley,
2020). Knowing what doesn't work enables the program to
improve and reinforce service delivery models, and not knowing
what is working can result in time and resource wastage. For
instance, if the Basic Center Program establishes that its efforts
in reuniting homeless victims with their families are not
working, it will redirect resources towards reuniting efforts.
Conducting program evaluation enables the implementing
agency to showcase the program's effectiveness to stakeholders,

particularly funders and the community. Evaluation outcomes
can demonstrate to sunders and the community that the program
is valuable. Sharing program evaluation findings within the
community can be used as an excellent campaign tool for
enticing collaborative cohorts, recruiting members and
volunteers, and bolstering trust with the community and
families (Dudley, 2020). Similarly, funders usually require a
program appraisal to be conducted when they decide to finance
the program. Some may not fund or refund until program
evaluation has been outcomes and results ensued.
Program evaluation can enhance personnel frontline practice for
the program participants. Enhancing how frontline personnel
delivers service to homeless teens will increase the possibility
that BCP will realize desirable outcomes with the program
participant. Conducting program evaluation will enable
systematic assessment of the personnel performance and
identify areas that need more support and training. Program
evaluation also allows the personnel staff to discuss the hurdles
they face and provide potential solutions.
Questions that will be addressed and the type of information
that will be collected
Question to Participants
Questions that will be addressed relate to the concerns of
the participants and staff. The program evaluation will seek to
know whether participants are benefiting from the program and
whether they are experiencing challenges that require additional
interventions (Dudley, 2020). For instance, participants may
feel uncomfortable around foster parents prompting the program
to address the issue. The program will also address questions
related efficacy of staff, recruitment strategies, and whether the
staff has the required skills and training to deliver services. The
program will also address the questions such as
· Are some sub-groups profiting while others are not?
· Do participants feel comfortable or are there things that need
to be improved?
· Are staffs overwhelmed? If so, do they need volunteers?

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