This document discusses the importance of establishing well-formed goals in social work practice and outlines an educational approach for teaching social work students how to do so. It defines key criteria for effective goals, known by the acronym MAPS (measurable, attainable, positive, specific). The authors developed several classroom exercises to engage students in applying these criteria when setting goals for clients, evaluating existing goal statements, and distinguishing goals from interventions. The exercises are meant to prepare students to establish goals that meet client and agency expectations for measurable outcomes.
Presentation from Cassandra O'Neil on Strengths Based Approaches made on November 18, 2008 to the HNK Consultants Community and the Arizona Evaluation Network.
A Thematic Analysis of Men's Experiences of their Counselling TrainingEmily Ward
Abstract - Within the counselling community, men are underrepresented with less than 25% of UKCP psychotherapists and 16% of BACP counsellors being male (Smaller, 2016). While existing literature indicates that male counselling trainees experience unique challenges (e.g., Michel et al., 2013), little research has specifically explored men’s experiences of counselling training and the support they receive. In contrast to previous research, this study will focus on understanding men's experiences of counselling training to expand the knowledge of this area which could lead to improvements in the support provided to male students. 10 participants were recruited and each one participated in a semi-structured telephone interview. Thematic analysis using the six-phase approach outlined by Braun and Clarke (2006) was conducted to analyse and interpret the data. Results indicate that male trainees do experience some unique challenges; this is largely due to the stigma surrounding men entering the counselling world as training requires them to violate what is considered by Western society be ‘normal’ male behaviour. Challenges faced by male trainees included: lack of understanding of their motivations, lack of male peers, expectations to be the primary earner, learning to accept and express emotions and managing their own vulnerability. Implications of the findings include that it is important counsellor educators have an awareness of the unique challenges male trainees can experience so that effective support can be given. Areas for future research include investigating the experiences of male students who have dropped out of counselling courses and their reasons for leaving. Such research might produce a more in-depth understanding of the support required by male counselling students.
Presentation from Cassandra O'Neil on Strengths Based Approaches made on November 18, 2008 to the HNK Consultants Community and the Arizona Evaluation Network.
A Thematic Analysis of Men's Experiences of their Counselling TrainingEmily Ward
Abstract - Within the counselling community, men are underrepresented with less than 25% of UKCP psychotherapists and 16% of BACP counsellors being male (Smaller, 2016). While existing literature indicates that male counselling trainees experience unique challenges (e.g., Michel et al., 2013), little research has specifically explored men’s experiences of counselling training and the support they receive. In contrast to previous research, this study will focus on understanding men's experiences of counselling training to expand the knowledge of this area which could lead to improvements in the support provided to male students. 10 participants were recruited and each one participated in a semi-structured telephone interview. Thematic analysis using the six-phase approach outlined by Braun and Clarke (2006) was conducted to analyse and interpret the data. Results indicate that male trainees do experience some unique challenges; this is largely due to the stigma surrounding men entering the counselling world as training requires them to violate what is considered by Western society be ‘normal’ male behaviour. Challenges faced by male trainees included: lack of understanding of their motivations, lack of male peers, expectations to be the primary earner, learning to accept and express emotions and managing their own vulnerability. Implications of the findings include that it is important counsellor educators have an awareness of the unique challenges male trainees can experience so that effective support can be given. Areas for future research include investigating the experiences of male students who have dropped out of counselling courses and their reasons for leaving. Such research might produce a more in-depth understanding of the support required by male counselling students.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Research SMART goals and other goal setting strategies in the Univ.docxbrittneyj3
Research
SMART goals and other goal setting strategies in the University Library and
review
the "Making SMART Goals Smarter" article located in the
Week 5 Electronic Reserve Readings
.
Refer
to the stages of coaching and mentoring found on pg. 18 of
Student-Centered Coaching
.
Design
a professional learning opportunity for coaches of teachers who need to implement effective instruction in order to meet their students' needs.
Create
an 8- to 10-slide presentation for your professional learning opportunity, in which you address the following:
Identify three possible target areas in which growth may be warranted and provide justification for each area selected.
Write three goals for each target area--two SMART goals and one goal using another goal setting strategy that you discovered.
List strategies for fostering awareness, modeling, and providing motivation during the stages of coaching and mentoring.
Discuss professional learning communities and explain how you might incorporate them as a coach or mentor.
Include
speaker notes, APA-formatted in-text citations, and a reference slide.
Week 5 - readings
Making SMART Goals Smarter Goal-setting In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value,2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and object.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
Research SMART goals and other goal setting strategies in the Univ.docxbrittneyj3
Research
SMART goals and other goal setting strategies in the University Library and
review
the "Making SMART Goals Smarter" article located in the
Week 5 Electronic Reserve Readings
.
Refer
to the stages of coaching and mentoring found on pg. 18 of
Student-Centered Coaching
.
Design
a professional learning opportunity for coaches of teachers who need to implement effective instruction in order to meet their students' needs.
Create
an 8- to 10-slide presentation for your professional learning opportunity, in which you address the following:
Identify three possible target areas in which growth may be warranted and provide justification for each area selected.
Write three goals for each target area--two SMART goals and one goal using another goal setting strategy that you discovered.
List strategies for fostering awareness, modeling, and providing motivation during the stages of coaching and mentoring.
Discuss professional learning communities and explain how you might incorporate them as a coach or mentor.
Include
speaker notes, APA-formatted in-text citations, and a reference slide.
Week 5 - readings
Making SMART Goals Smarter Goal-setting In this article… Study the differences between goals and objectives and get some valuable insights on how to use SMART goals in a health care organization. A critical role of leadership is goal setting.1 As our health care system continues to evolve, physician executives will be called upon to play increasingly proactive roles in formulating appropriate goals for their respective health care organizations (HCOs). With what looks like a major perspective shift from provider-driven volume to consumer-driven value,2-4 physician leaders will be entrusted with the responsibility of ensuring high standards of care throughout the extended process of resource realignment. How well they are able to formulate effective goals will have, no doubt, a major influence on the future success of their respective HCOs. In times of system turbulence, goal initiation is usually a far better alternative than goal response. It should be noted initially that, as popular as the concept of SMART goals has become in recent years, it is also somewhat of a misnomer. The terms goals, sub-goals, and objectives are often used interchangeably, which has often been the source of unnecessary confusion, and as goal-setting theory continues to develop as a useful body of knowledge, related application benefits can be markedly improved when their differences are more clearly understood. Together with an HCO’s mission, vision, strategies and tactics, goals and objectives serve as the foundation elements for most major programmatic initiatives. An organization’s mission is basically its reason for being. Its vision describes where it wants to be in the future, and its values are a statement of the principles that form its moral foundation.5 Collectively, they are the basis for devising the supporting goals and object.
2 postsReModule 1 DQ 1What are the characteristics of good .docxfelicidaddinwoodie
2 posts
Re:Module 1 DQ 1
What are the characteristics of good programs? How can an assessment identify these qualities?
Program evaluation is important in making sure that the mission is being achieved in the best possible way. In order to evaluate a program it is important to have identified the characteristics of the program that make it successful. Some of the characteristics that make a program good would be things such as; maintaining the predicted budget, meeting the goals that have been developed based in the mission of the program, and providing the best services possible. As discussed by Cryan and Martinek (2017), staff training and attitude are also vital. The better the staff training and morale of the staff members the more likely it is that the program is achieving their goals. In order to do this assuring that staff members are provided with the best trainings can help to increase morale, along with incentives for achieving these goals. Regarding program evaluation Chyung (2014) stated that, largely influenced by Michael Scriven’s (1991a) definition of evaluation, I define program evaluation as the systematic collection and analysis of information about the process and outcomes of a program in order to make improvements or judgments about the quality or value of the program. Collecting data at the request of the key stakeholders can help to assess and identify the qualities of the program to ensure it has these characteristics.
Chyung, S. (. (2015). Foundational Concepts for Conducting Program Evaluations. Performance Improvement Quarterly, 27(4), 77-96. doi:10.1002/piq.21181
Cryan, M., & Martinek, T. (2017). Youth Sport Development Through Soccer: An Evaluation of an After-School Program Using the TPSR Model. Physical Educator, 74(1), 127-149. doi:10.18666/TPE-2017-V74-I1-6901
Reply | Quote & Reply
Karah Arriaga
1 posts
Re:Module 1 DQ 1
It is important that a program works effectively to in order to solve the problems it is set out to solve. The program must have a planned actions and procedures in place to function appropriately and to be effective in solving problems. According to Royse, Thyer, and Padgett (2016), staffing, budgets, stable funding, identity, and service philosophy are all important characteristics of a good program. Staffing is important because programs need appropriate staff to fill specific roles, and budget and funding are imperative to continue to run successfully and to keep morale up by providing appropriate pay and resources. Identity is essential when running a program, because the program needs to be recognized by the public, and their service philosophy helps to deliver their message, mission, and goals. Program assessments can be completed to determine any problems in the program, to evaluate the success of a program, or to improve a program. Program evaluations are an important part of ensuring success of a program and they can provide information on if the pr ...
Respond Using references, identity the research result that .docxwilfredoa1
Respond
Using references, identity the research result that you could use in your practice setting.
This research I refer to identify key points in my project, my research question is about increasing communication to decrease readmission rates align well with the result of the following article. Ya-huei and Hung-Chang (2019), provide the readers with the type of tool they used to compute the result of their study with an outcome that was closed enough to the right answer. The use of the Kaiser-Meyer Olkin test has shown that these researchers have used the right amounts of subjects, in which it was proven that the result was accurate and can be used by healthcare professionals to make necessary improvement in the workplace. The overall reliability for the study was .93, and the retest to make sure that the result is solid and can be trusted was almost the same. The validity of the study shows a firm association in that positive outcomes can derive from learning how to correctly communicate in the healthcare settings. Per Schaffer, Sandau, and Diedrick, (2012). Evidence-based practice is a paradigm and life-long problem-solving approach to clinical decision-making that involves the conscientious use of the best available evidence (p. 1198)
Determine fit, feasibility, and appropriateness of the result for your practice setting.
I can see that using certain information from the study that show a positive association on the outcome of the problem will surely take precedence in what I need to accomplish by using EBP to make change. The following four factors from the study put together the general idea that providers can use when they need to increase communication in the practice setting. Knowing these facts will help put the focus on the importance of what matter to patients. Per Ya-huei and Hung-Chang (2019), these factors are: “1- perception of trust and receptivity, 2- patient-centered information giving, 3- rapport building, and 4- facilitation of patient involvement+ (p. 7, 8). Knowing the focus area will help put into perspective the change process and will have a better chance to succeed. As stated in the result of the study the number of subjects were enough to deduct that the study can be used as evidence to make change in the workplace.
Using Plan-Do-Study-Act (PDSA), outline an action plan.
The PDSA model is a great tool that provider can use to establish a ground rule in order to implement a change that is needed at the workplace. An action plan in this instance is the strategy that will be used to make the implemented change successful. Per Mennella and Balderrama, (2017), the component of the PDSA in which
P
: will be the planning phase, which is where the leader put the plan into action by establishing goals, identifying the cause of the problem, what needs to be done in this instance: increase communication, which starts by gather information.
D
: that is where the leader start doing, so after talking to partic.
Arts administration (alternatively arts management) is the field t.docxfredharris32
Arts administration (alternatively arts management) is the field that concerns business operations around an artsorganization. Arts administrators are responsible for facilitating the day-to-day operations of the organization and fulfilling its mission. The duties of an arts administrator can include staff management, marketing, budget management, public relations, fundraising, program development and evaluation, and board relations.[2]
An internship is a temporary position with an emphasis on on-the-job training rather than merely employment, and it can be paid or unpaid. If you want to go into publishing, you might have to take an internshipbefore you are qualified for an actual job.
Running Head: Best Practices in Team Interactions 1
Best Practices for Team Interactions
MHA5012- Org Leadership & Governance
Amar Galco
Capella University
Darleen Barnard
Best Practices in Team Interactions
Abstract
Why we have teams who are successful and others being unsuccessful? What real criteria or attributes are required for success? So contemporary teaching as well learning practice, including training over the years in higher education institutions has promoted great learning and individuals making use of the provided guidance have shown collaboration and achieved team success. This has thus promoted the requirement for identifying critical attributes needed for building successful teamwork.
This paper states examples of individuals who worked for identifying basic principles and set expectations for promoting coordinated contributions among various participants during the care process. It is therefore intended to provide the common reference points for guiding coordinated collaboration among the health professionals as well as patients and their families, helping to accelerate the inter-professional team-oriented care.
Teams in the health care take many roles, for example, we have disaster response teams along with teams that perform emergency operations as well as hospital teams providing care to acutely ill patients and the teams that care for people staying at home and also comprising of office-based care teams, teams centered to one clinician and patient, geographically disparate teams that tend to care for ambulatory patients and the teams that comprise of the patient and their loved ones along with the coordination of various supporting health professionals. Teams in health care therefore comprise to be large or small or are centralized or even dispersed as well as virtual or face-to-face depending on the tasks assigned. (Grumbach K, Bodenheimer, 2004).
Evolution of teams in health care
Health care is usually not recognized as being a team sport but it certainly needs to be. In the past individuals were cared for the one all-knowing doctor who basically lived within their community and used to visit their home and was also available during th ...
analyzing the best practice points that were addressed. In res.docxlanagore871
analyzing the best practice points that were addressed. In response, offer two additional points that your peer might consider.
This learner had the pleasure of reading multiple posts from Capella students from the IGuide group. The posts were on the best practices in making recommendations for collaborations in regards to the multidisciplinary approach. This learner gained insightful information from her fellow Capella peers regarding the collaboration process, recommendations, and the action plan to help clients with their complex problems in a multidisciplinary approach. This post provides a detailed synopsis of information this learner learned from her Capella peers from the IGuide group. Also, provides additional research-based information of best practices for developing courses of action.
A Synopsis of the Best Practices in Making Recommendations and Developing Course of Action
The Client
According to Rudy and Levinson (2008), the best practice approach is identifying and evaluating the effectiveness of meeting the client’s needs. A good attribute in the course of action process is to consider the client as a whole person and create a plan of action that recognizes that one problem can affect, influence or bring more troubles.
Woodside and McClam (2015), suggest some professionals do not understand their client expectations. Having knowledge the client expectations is a good method of establishing and growing the client-professional helping relationship (Woodside & McClam, 2015). One best practice approach is to have a clear understanding of the client needs, client expectations, and a clear plan of how to meet the client’s needs and expectations. It’s easy for professionals to take over the multidisciplinary process without including the client. Therefore, client participates in the multidisciplinary 4-step process is a vital best practice. The client should never feel abandoned during any part of the multidisciplinary process, and the collaborative team should make modifications to the recommendation and action plan if obstacles arise.
The Professional
Meek & Newell (2005), suggest working together as a team can bring different perspectives to building each step of the framework, as the collaborative team works on shaping the best course of action and suitable recommendations. A collaborative teamwork helps professionals impart their knowledge and maximize their creativity, which helps each professional to focus on own professional disciplines.
Bronstein (2003), suggest recommending a model for interdisciplinary collaboration between human services professionals, which includes five key components
:
Interdependence
- which emphasizes teamwork,
Newly created professional activities
- which refer to the creation of new processes,
Flexibility
- which empowers team spirit and efficiency,
Collective ownership of goals
,
Reflection
on process
-sharing and feedback which strengthens the relationship.
Skills Needed
The work of human.
SOCW 6311 WK 1 responses Respond to at least two colleagues .docxsamuel699872
SOCW 6311 WK 1 responses
Respond to at least two colleagues
(You have to compare my post to 2 SEPARATE peer posts and respond to their posts and ask a question I have provided all three)
by noting the similarities and differences in the factors that would support or impede your colleague’s implementation of evidence-based practice as noted in his or her post to those that would impact your implementation of evidence-based practice as noted in your original post. Offer a solution for addressing one of the factors that would impede your colleague’s implementation of evidence-based practice.
IT does not have to be long but has to in text citation and full references
MY POST
SummerLove Holcomb
RE: Discussion - Week 1
Top of Form
The Characteristics of the evidence-based practice (EBP)
The evidence-based program is defined as the programs that are effective and this is based on the rigorous assessment. One of the key features of EBP is that they have been assessed thoroughly in an experimental or quasi-experimental study. The evaluation of the EBP has been subjected to critical peer review and this implies that a conclusion has been reached by the evaluation experts. The EBP requires the ability to differentiate between the unverified opinions concerning the psychosocial interventions and the facts about their effectiveness. It is involving the process of inquiry that is provided to the practitioners and described for the physicians. This is important in integrating the best evidence, clinical expertise, and patient values as well as the situations that are linked to the management of the patient, management of the practice, and health policy decision-making processes (Small & O'Connor, 2007).
The assessment of the factors that are supporting or impeding the adoption of the evidence-based practice
Several factors are associated with the failure to the successful adoption of EBP. The implementation of EBP for example in healthcare facilities requires the dedication of time. Therefore, lack of adequate time for the training and implementation of the EBP makes it hard to adopt it within the facility. The adoption of evidence-based practice also requires adequate resources. This, therefore, implies that there must be adequate resources to facilitate the effective implementation and the adoption of the EBP. This, therefore, implies that smaller organizations with unstable capital income might not adopt the EBP. Another barrier is the inability to understand the statistical terms or the jargons used in the EBP. This leads to barriers in understanding thus making it hard to implement the EBP (Duncombe, 2018). Therefore, the factors that might support the implementation of the EBP are the availability of resources and adequate time.
References
Duncombe, D. C. (2018). A multi‐institutional study of the perceived barriers and facilitators to implementing evidence‐based practice. Journal of Clinical Nursing,.
1) Promotion Plan Written AssignmentThis assignment has two part.docxSONU61709
1) Promotion Plan Written Assignment
This assignment has two parts; 1) Completion of the Promotion Plan Template, 2) Summary rationale for the promotion methods and budget request.
Background
You have been asked to outline a promotion plan for a new product. You may choose and identify the name of the company, product, brand, model, and other relevant information in your paper.
Identified Need
Vehicle to transport active family of four to school, work, athletic events, shopping, and other venues. Must be cost-effective to operate, consider environmental impact, be affordable, somewhat stylish, and have good resale value in five years.
Target Market
Parents of school-age children, where both parents work to earn annual income of more than $90,000. Children are active in school, sport and church activities and family spends most non-working time together.
Task
Using the template provided, develop a one-year promotion plan that reaches this target market within one state (you may define the state). The overall objective of the plan is to achieve new product sales of $50 million. This will be a high level plan that identifies the key promotion categories and tactics so that an expense budget can be built. It will not identify details of each sales campaign within each promotion tactic.
Promotion Plan Template
This planning tool is used after the overall marketing objectives have been defined and helps an organization Identify specific tactics that will achieve results. It also allows a planning team to cross check results with promotion costs to ensure that a project is worth doing. Finally, it establishes some measure that will be used to track the success of a given project.
Promotion Plan Template
To complete the planning grid consider the following series of questions. Not all questions are relevant for each promotion:
1. Objective(s) of the promotion project (not the entire marketing plan but each specific promotion tactic)
What will be achieved?
How will success be measured?
2. Target Audience
How many people will be reached?
Where are they (geographic distribution)?
Demographic information (age, income, ethnicity, gender, income, etc.)
Behavioral information (what will motivate them to act)
3. Tactic and Positioning
Which promotion method or media will be used?
What is the feeling the promotion should create?
What action is desired from audience?
4. Cost
What cost should be budgeted for this promotion tactic?
5. Results
What quantitative results are expected from this promotion method? You may use units sold or revenue in dollars.
After completing the Promotion template that defines the key promotion activities, provide a 1-2 page summary that explains why these promotion methods are best suited to reach the desired target audience and achieve the stated goals. Envision providing this summary to senior leaders to request the total Promotion budget tallied in the planning tool.
Factors related to academic success among nursing student ...
There needs to be a seperate response to each peers posting and it .docxOllieShoresna
There needs to be a seperate response to each peer's posting and it needs to be supported with at least two references for each peer's posting.
1
st
Peer Posting
What differences do you note between efficacy research and program evaluation?
The difference between efficacy research and program evaluation is the scientific aspect. Program evaluations “primary purpose is to provide data that can be used by decision makers to make valued judgements about the processes and outcomes of a program (Sherpis, Young, & Daniels, 2010). Therefore, letting the agency know what needs to be changed in the program to make the program effective to their clientele. Efficacy research based on empirical data which is an essential to the scientific method. Therefore, efficacy research is where clients are in controlled environments and interventions can be tested.
What are the key strengths of efficacy research?
The key strength of efficacy research is the scientific process. In the article, The Efficacy of Child Parent Relationship Therapy for Adopted Children with Attachment Disruptions, the researcher wanted to test the child parent relationship therapy (CPRT) which “is an empirically based, manualized counseling intervention for children presenting with a range of social, emotional, and behavioral issues” (Cranes-Holt, & Bratton, 2014). The purpose was to test this theory on adoptive families. Thus, a control group was designed to test CPRT. The researcher used the Child Behavior Checklist-Parent Version (CBCL) and the Measurement of Empathy in Adult-Child Interaction (MEACI). These are both empirical test, the CBCL measures the parents of the child’s behavior problems; whereas, the MEACI is an operational measure that defines empathy between the parents and the child while playing. These tests are conducted in control environments where no outside distractions are permitted and the hypothesis of the researcher can be tested.
What are the key strengths of program evaluation?
The key strength of the program evaluation is the clients are the people who are participating in the program evaluation and whether the interventions used are effective for them. Thus, this lets the research know what changes are needed for the agency to be successful. Therefore, surveys are used to collect data for the participants, the parents, are people that work with the clients or caregivers with the client. This give the ideas of opinions of the people directly or indirectly receiving services. In the article, Evaluating Batter Counseling Programs: A Difficult Task Showing Some Effects and Implications, a multisite evaluation was done and the participants were “administered a uniform set of background questionnaire, personality inventory (MCMI-III; Millon, 1994), and alcohol test (MAST; Selzer, 1971)” (Gondolf, 2004). Therefore, given the research opinions of the clientele over the four sites and let the researcher know what treatment is working and not working.
SMART GOAL
Leadership SMART Goal Leadership goal Setting a goal is important since it really gives clarity to a person’s vision. A goal specifies the outcome of what one wants to accomplish (Jay, 2011). Developing a SMART leadership goal ensures that one’s goal is actually focused and offers a clear idea of what one wants to accomplish. In essence, a goal that is SMART makes it simpler for one to come up with pertinent activities, to measure his or her progress towards accomplishing the goal, and know when he or she has met his/her goal (Jay, 2011). For me, setting a SMART goal will make what I want tangible since I am declaring to myself that this is really what I want. Basically, the SMART goal will help me to focus my everyday energy towards making my dreams and wishes come true. My set goal is SMART in the following way: Specific: Haughey (2014) pointed out that a specific goal has to be focused, detailed, and stated clearly. My goal is specific enough; it is to work in interdisciplinary/interprofessional teams by Week 10 (as selected from the Institute of Medicine (IOM)). In these teams, I should be able to work with other professionals to offering the best care available to transplant patients and help the patients before the transplant, during the transplant, and after. To accomplish this goal, I will greet and introduce myself to various health professionals in the Transplant Services Department so familiarize my self with the department and the transplant of patients and cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable. In the future health care system, health professionals will have to understand the advantage of high levels of cooperation, coordination, and standardization to guarantee excellence, continuity, safety, and reliability. In short, they will have to think of themselves as a team working in and contributing to a larger system. As Don Berwick, Institute for Healthcare Improvement, said at the summit, The team members integrate their observations, bodies of expertise, and spheres of decision making. Thus this competency refers to the various disciplines working together to address the needs of patients. Interdisciplinary teams are critical in dealing with the increasing complexity of care, coordinating and responding to multiple patient needs, keeping pace with the demands of new technology, responding to the demands of payors, and delivering care across settings Teams tend to reduce the utilization of redundant or duplicate services, and they also tend to develop more creative solutions to complex problems because of their members’ diverse academic backgrounds and experience. Patients needing chronic care, critical acute care, geriatric care, and care at the end of life require smooth team functioning because of the complexity of their needs. Different means and settings for delivering care, such as managed care, community-based care, rehabilitation centers,.
Couldnt find the right subject that it belongs to...There ar.pdfarihantmum
Couldn\'t find the right \"subject\" that it belongs to...
There are several big picture meta-theoretical themes used in this class—as presented in the
syllabus and textbook, and as explained by the instructor. Find the theme that is NOT part of the
assumptions from the meta-theory used in this class.
Question 4 options:
Development is promoted by person-centered contexts and interactions.
People carry the past forward into a dynamic present.
Genetics are at the root of behavioral development.
Development is influenced by an active changing context and an active developing person.
All people face fundamental developmental tasks, although there are many healthy pathways
through them.
Solution
reference
Yardley, L., Morrison, L., Bradbury, K., & Muller, I. (2015). The Person-Based Approach to
Intervention Development: Application to Digital Health-Related Behavior Change
Interventions. Journal of Medical Internet Research, 17(1), e30. http://doi.org/10.2196/jmir.4055
topic : The Person-Based Approach to Intervention Development...............Application to Digital
Health-Related Behavior Change Intervention.
The basic point of the individual based approach is to ground the improvement of conduct
change intercessions in a significant comprehension of the viewpoint and psychosocial setting of
the general population who will utilize them, increased through iterative top to bottom subjective
research. There is broad accord in the eHealth inquire about group that evoking and tending to
the necessities and point of view of the expected intercession client is a crucial piece of good
mediation improvement to guarantee (at any rate) that intercessions are usable and locks in. This
is a basic issue for eHealth in the event that it is to satisfy its potential and defeat the issues of
low take-up and adherence . It is troublesome notwithstanding for master mediation designers to
completely foresee the needs and needs of clients , thus intercession engineers as of now
routinely evoke the perspectives of target clients in an assortment of ways , yet there is
shockingly little level headed discussion and itemized direction concerning how best to do this .
The individual based approach gives a procedure that empowers designers to increase imperative
bits of knowledge into how diverse individuals experience and actualize mediations, and a
system to help engineers distinguish the key attributes that will make an intercession more
important, alluring, and valuable to the individuals who draw in with it.
The individual based approach was produced by our exploration group through down to earth
involvement of making and assessing various fruitful wellbeing related intercessions, including
general wellbeing mediations (eg, to oversee weight and stress, advance physical action and hand
cleanliness) and disease administration intercessions (to help clients adapt to dazedness, back
torment, weakness, respiratory conditions, hypertension, diabetes, growth, stroke, and nu.
Engaged in what? So what? A role-based perspective for the future of employ...The University of Alabama
This report reviews the history of employee engagement and then moves forward to consider ways in which engagement work can be improved in the future. The authors argue that focusing on role-based behaviors as the link between engagement and performance can help companies understand exactly how their engagement programs are performing and then how to improve them.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docxtoltonkendal
Running head: PSYCHOLOGY
1
PSYCHOLOGY
7
Programmatic purposes and outcomes
Shekima Jacob
South University
Programmatic purposes and outcomes
Select and discuss three programmatic purposes and outcomes that should be evaluated. In your discussion, provide the rationale for the purposes and outcomes selected. It will be assumed the purposes and outcomes selected were influenced by the program being evaluated.
The program that I will be discussing is human service programs. In the abiding endeavor to enhance human service programs, service providers, policy makers and funders are more and more recognizing the significance of thorough program evaluations. They want to know what the programs achieve, what they spend, and how they must be operated to attain maximum cost efficiency. They want to recognize which programs function for which groups, and they need endings based on proof, as opposed to impassioned pleas and testimonials. The purposes should state the extensive, extensive range result that maintains the mission of the program, including content information areas, performance prospects, and values anticipated of program graduates. Purposes can be stated in wider and more stirring language than outcomes that have to be measurable and specific. Outcome is the reason nonprofit organizations struggle to build capacity and deliver programs. Measurement of outcomes is the systematic way of assessing the extent to which a program has attained its intended results.
The programmatic purposes and outcomes that should be evaluated include:
Programmatic purposes
· To monitor functions for the Health and Human Services department.
Without departments, the purpose or goals of human services would be very hard to fulfill. Human services is a very large sector that entails a wide range of skills, knowledge and disciplines focused on enhancing the well being of human both collectively and individually. Just like there are a lot of sectors in human services, so too there are a huge variety of functions of the human service programs that need to be evaluated so as to accomplish the purpose of the program (Connell, Kubisch, Schorr & Weiss, 1995). One of the programmatic purposes of human service programs is to monitor functions for the Health and Human Services department. Any department or even sector requires frequent checks to make sure that it is functioning well and according to the purpose. This purpose is very crucial in the execution of the human service program goals. It needs to be evaluated to make sure that the functions of the health and human service department are in line with the programmatic purposes of the program.
· Assessing internal control over compliance requirements to provide reasonable assurance.
The compliance requirements are very crucial in every program as they make sure that the program is in line with its goals and makes sure it works towards achieving its stipulated outcomes. This purpose needs to be evaluated to m ...
Similar to Educating social workers to establish well formed goals van voorhis et al (20)
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This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
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In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
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According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
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The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
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Professor Orazio Schillaci, Minister of Health, Italy
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2. tion Manual for mental health providers states, “goals are at the heart of
the care planning process” (JCAHO, 1999, p. TX-9). According to
Hepworth, Rooney, and Larsen (2002), goals identify the outcome that
may be expected if the action plan is successful. Efforts to support and
aid client systems in setting and attaining goals are consistent with the
social work values of empowerment and self-determination (Collins,
Mowbray, & Bybee, 1999).
Despite such widespread acclaim for goal-setting in human services,
it is not common practice. In fact, M. Feichter (personal communica-
tion, September 6, 2001), director of clinical services for a homeless
service provider, is amazed that social service organizations have gotten
so far without the routine use of measurable outcomes to guide their
work. In our experience students often know that clear, well-formed
goals are important, but they have difficulties when they attempt to set
goals with client systems. Thus, the authors developed an educational
approach to move beyond admonishing practitioners to set goals, and
engage them in practicing and learning the skills of effective goal-set-
ting.
PURPOSE
This article presents a conceptual approach for preparing practitio-
ners for the important process of determining what goal(s) or out-
come(s) will be pursued as well as selecting paths that will lead to goal
attainment and supporting organizations and clients in taking the neces-
sary steps to achieve the desired outcomes. The approach uses the
Chang and Scott (1999) MAPS acronym which defines the criteria of
well-formed goals as Measurable, Attainable, Positive, and Specific.
The approach also focuses on two of Bordin’s (1979) three parts of
building the therapeutic alliance that research has found to be most
closely associated with successful treatment outcomes (Mallinckrodt &
Nelson, 1991). These two key components of the working alliance are:
(1) Goal agreement between client and practitioner and (2) Collabora-
tion on relevant tasks for achieving goals.
DESIGNING WELL-FORMED GOALS
Several contemporary social work texts discuss the importance of
establishing clear, specific goals for programs and agencies, as well as
148 JOURNAL OF TEACHING IN SOCIAL WORK
3. for practice with individuals and groups. For example, Egan (1998)
maintains that goals should be stated as outcomes that are specific,
challenging, prudent, realistic, sustainable, flexible, congruent with
the client’s values, and have a realistic time frame. Similarly, authors of
books about the solution-focused approach, such as Tohn and Oshlag
(2000), discuss the traits of well-formed goal statements: (1) realistic,
(2) specific, (3) focused on a positive outcome of starting something,
and (4) important to the client, not someone else. They stress the im-
portance of establishing well-formed goals so that both the client and
the worker know when outcomes have been achieved and termination
can occur. Other authors (Rosen, 1992; Woods & Hollis, 2000) have
discussed the importance of establishing both ultimate or long-range
goals and intermediate or short-term goals. As Woods and Hollis
stated, intermediate goals function as a “way station on the road to the
ultimate aim” (2000, p. 334). Thus, it is vital that students learn to help
clients form short- and long-term goals that meet the MAPS criteria.
Benefits of Well-Formed Goals
According to Locke, Shaw, Saari, and Latham (1981), goal-setting
affects performance by directing attention, mobilizing effort, and en-
hancing persistence. Research suggests that one of the factors that may
influence clients’ committing themselves to goals is the clarity with
which the goals are established (Beyebach, Morejon, Palenzuela, & Rodri-
guez-Arias, 1996; Orlinsky, Grawe, & Parks, 1994). Potocky’s (1993)
research on bereavement programs reported that treatment effective-
ness is connected to the clarity of goals for intervention. Potocky con-
cluded that “Bereavement intervention programs that aim to change
delimited, well-defined problems are more effective than those in which
goals are less clear” (p. 297). She further commented that although
some bereavement programs were not found to be effective, they may
actually have had beneficial effects for bereaved persons, but because
clearly stated outcomes were lacking, the program’s effectiveness could
not be documented.
From their practice experience, several therapists concluded that
creating clear, concrete, and specific goals with clients leads to greater
client motivation (DeShazer, 1985; Zilbergeld & Lazarus, 1987).
Hence, both research and practice experience show that the clearer the
goals, the more likely the client will be motivated to pursue them.
Van Voorhis, Bennett, and Chang 149
4. Barriers to Well-Formed Goals
Part of the instructional challenge in preparing students for effective
goal-setting stems from their limited exposure to well-formed goals.
Given the cultural milieu with its focus on overcoming problems such
as depression, alcoholism, or fatigue, there is a tendency to frame goals
in a negative, rather than positive, direction. Thus, clients can often be
heard saying, “I don’t want to feel suicidal,” or “I want to overcome the
urge to drink.” This negative focus is further reinforced by the wide-
spread use of the medical model by the health professions, in which the
goal is to “fix” whatever is wrong with the client. Thus, the goal be-
comes a “cure” for the disease or at least symptom relief rather than
seeking a positive outcome of health and wellness.
Similarly, our culture encourages setting ambitious goals rather than
goals that can realistically be attained in a short period of time. Typical
resolutions made as the new year dawns often reflect the unattainable
nature of many goals and the expectation for a quick fix such as “lose 60
pounds before summer swimsuit time” or “become stress-free” as a sin-
gle mother of two while working 50 hours per week! This cultural mi-
lieu makes it hard for students to aid clients to set goals that can be
achieved following brief intervention.
Another barrier to preparing students to create well-formed goal
statements is the widespread use of vague, general goals. Saying that “I
am going to get fit” or “improve my grades” are common expressions
for the vague goals that many people say they plan to pursue. Agency
records and social work textbooks often contain examples of goal state-
ments that lack a specific outcome. For example, a textbook table on
“Goals and General Tasks” lists eight goals and none states a specific
outcome (Hepworth et al., 2002, p. 331). All goals were stated by using
these words: “increase,” “improve,” “enhance,” or “relate more com-
fortably” and none stated how much change would need to occur to at-
tain the goal.
Another obstacle to achieving student skill in setting goals that meet
the MAPS criteria is the milieu that pervades many social service agen-
cies. A review of agency and hospital records often reveals goals for cli-
ents that are not measurable, attainable, worded in a positive direction,
and/or specific. Similar reviews of agency reports and committee min-
utes also show that program and organizational goals are sometimes not
well-formed. There are frequent examples of program goals that lack
specificity and have a negative focus, such as “decrease fighting for stu-
dents that complete the Peace Now program” or “reduce child neglect
150 JOURNAL OF TEACHING IN SOCIAL WORK
5. among mothers in the job training program” or “reduce substance abuse
and mental health problems in the neighborhood.”
Students often need guidance to clearly recognize the difference be-
tween goals which are the desired outcomes, and action steps which are
the means of achieving the goals. Here, too, students have often been
exposed to case records in which professionals have conflated interven-
tions with goals. Hence the ubiquitous use of “attend parenting classes”
appears as a treatment goal instead of recognizing it as an intervention
that implies some unspoken goal that would be related to the improved
approach to parenting. Learning that treatment compliance is important
but not to be equated with achieving one’s goals is a key component to
distinguishing between interventions and outcomes.
GOAL-FOCUSED ACTION PLANS
Social work practitioners must be skilled in formulating plans to
reach goals as well as skilled in working with people to identify attain-
able goals (Hepworth et al., 2002). In their review of the literature on
“hope” as a psychotherapeutic foundation, Hubble, Duncan, and Miller
(1999) define hope as the way “people think about goals” (p. 180). Re-
search indicates that people are more likely to experience positive emo-
tions and maintain hopefulness when they are able to pursue their
identified goals (Barnum, 1998; Curry, Snyder, Cook, Ruby, & Rehm,
1997; Elliott, Witty, Herrick, & Hoffman, 1991). As discussed by
Snyder (1994a,b, 1998), helping people to maintain hope and pursue
their goals involves aiding them in developing their pathways and
agency thinking. Social workers aid people to strengthen pathways’
thinking when engaging them in identifying one or more paths that can
be pursued to achieve a goal. Likewise, practitioners can assist people to
develop their sense of agency by helping them to begin taking steps on
the chosen pathway as well as supporting them to continue along the
path until the goal is attained.
Rosen (1992) developed a framework for “systematic planned prac-
tice” to foster practitioner attention to the linkage between goals and in-
tervention strategies throughout the change process. Rosen’s framework
stresses the important link between the practitioner’s interventions and
the end state that is to be attained after the interventions are carried out.
His framework asks the practitioner to have a rationale for choosing
particular intervention strategies and to clearly link the intervention to
the outcome that is being sought. Rosen notes that the intervention plan
Van Voorhis, Bennett, and Chang 151
6. represents the practitioner’s hypothesis about how the outcome can be
attained. His practice framework also includes regular evaluation of
progress toward the stated outcomes and revision of the intervention
plan when progress toward the outcome is not occurring.
PREPARING WELL-FORMED GOALS
AND GOAL-FOCUSED ACTION PLANS
Teaching students to set goals that are measurable, attainable, worded
in a positive direction, and specific (MAPS) is vital for their effective
practice. Such instruction is important so that graduates are prepared to
meet agency expectations, such as one organization’s policy on the
Treatment Planning Process that states: “For each significant need iden-
tified for the client, the clinician must document . . . [the] Treatment
Goal–A description of what specific measurable target behavior(s) the
client will display when the focus of treatment (problem) is resolved.
This can be thought of as the reverse of the problem statement” (Com-
munity Hospitals of Indianapolis Behavioral Care Services, 2001, p. 2).
This policy shows how agencies expect practitioners to aid clients in
setting measurable, positively focused, and specific outcomes.
The instructional task is to prepare students to form goal statements
that are clearly focused on outcomes that meet the MAPS criteria. De-
spite the attention given by many authors (Compton & Galaway, 1999;
Egan, 1998; Gambrill, 1997; Hepworth et al., 2002; Miley et al., 1995;
Sheafor, Horejsi, & Horejsi, 2000; Tohn & Oshlag, 2000) to the impor-
tance of establishing clear goals for all aspects of social work practice,
these textbooks leave it to the reader to learn the process of transforming
the broad guidelines for goals into actual goal statements for their work
with clients, advisory boards, committees, and neighborhood groups.
Thus, considerable classroom time needs to focus on helping students
learn to operationalize the MAPS criteria.
To foster students’ learning to use the MAPS criteria in setting ulti-
mate and intermediate goals as well as learning to clearly distinguish
goals from action steps, the authors will describe several learning ex-
ercises. These assignments engage students in (1) using the MAPS cri-
teria to set goals and evaluate whether goal statements are well-
formed; (2) developing plans that specify action steps to attain goals;
and (3) evaluating progress toward goals and the effectiveness of
action plans. Each of the following assignments will be described:
(1) Where’s the Goal? (2) Establishing Learning Goals; (3) Goal-Set-
152 JOURNAL OF TEACHING IN SOCIAL WORK
7. ting Role Play; (4) Case Study–Goal-Setting and Intervention Plan-
ning; and (5) Getting Organizational Talk into Action.
“Where’s the Goal?”
“Where’s the Goal?” was developed to help students differentiate
goals from action steps and recognize poorly formed goal statements.
A list of examples of “goal” statements that social workers have devel-
oped has been compiled. As can be seen from the items in Table 1, sev-
eral statements are examples of action steps, such as “attend an AA
meeting every day for 90 days” and others are examples of goals that
are not specific, negatively focused, hard to measure, and/or not at-
tainable. Students are asked to (1) identify the well-formed goal state-
ments, (2) identify the statements that address action steps and explain
what outcome/goal might be attained by completing the action step,
Van Voorhis, Bennett, and Chang 153
TABLE 1. “Where’s the Goal?” Sample of Statements
1. Attend an AA meeting every day for 90 daysa
2. Students in “Pathways to Success” program will increase school participationb
3. Decrease injuries to 10 year old childc
4. Increase the supply of affordable housing over the next decadeb
5. Attend 6 family therapy sessionsa
6. Prevent residential placementc
7. Decrease the number of teens who become homeless when leaving foster carec
8. Control aggressive tendenciesd
9. Establish a program for chronically depressed adolescentse
10. Earn a B in Math this grading periodf
11. Attend parenting classesa
12. Offer free breast cancer screeningse
13. Keep out of jaild
14. Improve self-esteemb
15. Reduce crime in the neighborhoodc
a
intervention, not a goal
b
positive focus, attainable, but not specific or measurable
cattainable, but negative focus and not specific or measurable
dnegative focus, not specific or measurable and may not be attainable
epositive focus, attainable, measurable, but not specific
f
only example of a statement that meets the MAPS criteria for a well-formed goal
8. and (3) identify goal statements that do not meet the MAPS criteria
and revise the statements to make them well-formed goal statements.
Developing Learning Goals
Starting with themselves, students in social work practice classes set
goals for their learning and growth using the MAPS criteria. Curtis
(2000) has discussed the necessity for beginning practitioners to con-
sider issues related to goal-setting and to understand the process by
which goals are set in order to create optimal learning. As students build
skill in setting goals for their own learning, they gain valuable experi-
ence for aiding clients to set goals.
Students’ initial attempts to state learning goals often fail to address
one or more of the MAPS criteria for a well-formed goal. Instructor
feedback guides students to revise their learning goals and achieve
clear, specific goal statements.
Revising a Student Learning Goal:
Original: In the next three months, I will feel comfortable leading
and facilitating a board committee meeting for my agency.
Revised: By December 16, 2004, I will have facilitated two board
committee meetings using the skills of attending, seeking, and giv-
ing information.
After establishing MAPS goals, students develop action steps that they
will take to pursue the desired learning outcomes. The initial phase of
the assignment concludes with a plan to measure progress toward each
learning goal. Students are encouraged to develop both a Goal Attain-
ment Scale (Compton & Galaway, 1999; Kiresuk & Sherman, 1968)
and a self-report Progress Scale, such as solution-focused practitioners
use to monitor client progress (Tohn & Oshlag, 2000).
Students often struggle to focus their goal statements on outcomes
rather than action steps. Some of this difficulty may stem from the pas-
sive approach that students are often expected to take in their learning.
Since the customary syllabus design stipulates “course objectives,”
most students are challenged to take ownership for personalizing their
learning experience by stating their own specific learning goals. In-
structor feedback is often needed to help students understand that “at-
tending all classes” or “completing assigned readings before class” are
examples of action steps, not learning goals. Examples of well-formed
154 JOURNAL OF TEACHING IN SOCIAL WORK
9. goal statements that students have developed to target their learning on
specific outcomes are shown in Table 2 as well as examples of action
steps that students identified to help them achieve their desired learning
outcomes.
During the semester, each student prepares a midterm report on steps
taken and progress achieved on each goal. The student evaluates goal
attainment at the end of the course and analyzes the value of goal-set-
ting. Completing this assignment engages students in a parallel process
to the elements of sound social work practice of setting goals, develop-
ing action plans to achieve goals, and evaluating progress and goal at-
tainment.
Goal-Setting Role Play
The instructor conducts a role play with students who take the role of
members of an agency’s advisory group. During the simulated meeting,
the Advisory Board engages in a discussion of goals for a new program
to deliver mental health services in neighborhood centers. Although the
board members have a general idea of how they want to help residents
in these low-income neighborhoods get help for depression and sub-
stance abuse problems, their ideas are vague when they begin discuss-
Van Voorhis, Bennett, and Chang 155
TABLE 2. Examples of Goal Statements and Action Steps to Attain Learning
Goals
Goal:
I will increase my comfort level during
interviews form a 2 to a 7. I will know that I
am comfortable when my body is relaxed,
my breathing comes easy, and my chest
and stomach muscles are relaxed.
Action Steps:
1. I will observe 3 interviews done by
experienced practitioners.
2. I will complete 3 simulated interviews
with my field instructor.
3. I will breathe deeply and relax my
muscles for 5 minutes prior to an
interview.
Goal:
I will develop a program for parents that
prepares them to teach their preschool
children two nonviolent ways to express
anger and resolve conflict.
Action Steps:
1. I will read about violence prevention
and/or peace programs for children.
2. I will develop an outline for a six session
educational group for parents using the
information I’ve found about violence
prevention programs.
3. I will discuss the outline with my field
instructor and present it to the program
staff for their feedback and suggestions.
10. ing program goals. Through this role play, the instructor models for the
class ways to engage the members of the Advisory Board in developing
clear, specific program goals that are focused on positive outcomes and
can be attained. After completing the role play for the class, students are
divided into teams so they can take turns in the roles of practitioner, peer
supervisor, and board members. In each role play, the students who are
board members present ideas for program goals that are not well-
formed so that the student practitioner can assist the board members to
develop clear goals. After each role play, the peer supervisor gathers
feedback from the board members about their views of the student prac-
titioner’s effectiveness, asks the student practitioner to evaluate her or
his skills in assisting the board members to set a well-formed goal, and
completes an evaluation of the student practitioner’s goal-setting skills.
Goal-Setting Using a Case Study
Students form problem-based learning groups and receive a family
case to assess, set goals with, and plan interventions to help the family
achieve their desired goals. After assessing the case, students establish
three goals to guide their work with the family. Students often need in-
structor feedback to develop goal statements that meet the MAPS crite-
ria. To conclude this initial phase of the case study assignment, students
develop scales that could be used to monitor progress toward the fam-
ily’s goals. Students are encouraged to use Goal Attainment Scales
(Kiresuk & Sherman, 1968) and self-anchored progress scales that are
individualized to measure the family’s specific goals. Table 3 provides
an example of a Goal Attainment Scale and Table 4 shows how a
self-anchored scale could be used to measure progress. Students are
also expected to identify a rapid assessment instrument (RAI), such as
those found in Clement (1999) or Fischer and Corcoran (2000), that
could be used to measure change. After successfully completing the as-
sessment and establishing well-formed goals for the case study, student
work groups proceed to develop a plan of intervention. Intervention
plans must include several specific action steps for each of the family’s
three goals so that substantial progress should occur when these actions
are completed.
Getting Organizational Talk into Action
To prepare for Macro practice, it is important for students to de-
velop skills in assisting neighborhood groups, staff teams, and advi-
156 JOURNAL OF TEACHING IN SOCIAL WORK
11. sory and agency boards to develop well-formed goals. A compre-
hensive Macro assignment has been developed to engage students in
the process of (1) identifying the target population and their needs, (2) set-
ting program goals, (3) preparing action plans that will guide the ser-
vice delivery process, and (4) establishing performance measures that
will evaluate the results.
Van Voorhis, Bennett, and Chang 157
TABLE 3. Examples of Goal Statement and Goal Attainment Scale
Goal: When expressing herself at times of conflict with her child, mother will use “I”
statements, speak firmly using same volume as she uses in daily conversations,
keep hands relaxed, and maintain usual rate of breathing.
Attainment Levels Goal
Much less than expected No ‘I’ statements, yelling, name-calling, hands clenched,
20+ breaths per minute
Somewhat less than expected No ‘I’ statements, speaks loudly as if child can’t hear, one
hand clenched, 13-19 breaths/min
Expected level 1-2 ‘I’ statements per conflict, conversational tone, both
hands relaxed, 11-12 breaths/min
Somewhat more than expected 3-4 ‘I’ statements per conflict, speaks softer than usual,
hands and face relaxed, 9-10 breaths/min
Much more than expected 3-4 ‘I’ statements per conflict spoken quietly and
carefully, some other quiet conversation, hands, face,
and neck relaxed, 7-8 breaths/min
TABLE 4. Example of Self-Anchored Progress Scale
Goal: Express warmth in daily interactions with partner through hugs, smiling, and facial
expressions that are natural and relaxed.
Self-Anchored Progress Scale to Evaluate Use of Warmth:
Warmth Scale
1 2 3 4 5 6 7 8 9
Stonefaced
Distant
Inattentive
Inconsistent
facial expression
Stiff at first
Hugs-Greets warmly
Relaxed gestures
Attentive
Partner Ratings: First Week–4
Second Week–4
Third Week–5
Fourth Week–7
12. Identify the Target Population and Their Need. Students work in
teams to identify their target population and gather indicators of need,
such as the number of families in a neighborhood that are living with
friends and relatives because affordable housing is not available or the
number of families receiving TANF that need child care to permit the
mothers to work. Baseline data is collected that documents the current
need, the history and epidemiology of the problem, and the commu-
nity’s past response to the need of the target population.
Set Program Goals. The student team establishes program goals that
will permit them to (1) Measure the results of the program, (2) pursue
program outcomes that are Attainable both in scope and cost, (3) focus
Positively on what people will be doing and where people will be after
the program is implemented, and (4) target Specific outcomes. In addi-
tion, the team must establish program goals that are consistent with
community values. For example, a goal for the board of a neighborhood
Community Development Corporation is: Establish 1,200 supported
housing units over the next decade and make them affordable for those
with a family income that is below 30 percent of the median family in-
come for the community.
Prepare Action Plans. The student team develops an action plan that
identifies specific services that will be offered to achieve the program
goals. The service delivery plan describes specific steps and clearly ex-
plains who will do what, when, where, and how. For example, one part
of the action plan to achieve the goal of 1,200 supported housing units is
establishing an apartment complex with 200 individual units for those
who are chronically homeless due to serious and persistent mental ill-
ness. All residents would receive support services from an on-site case
management team and have continuous access to one team member.
The action plan also explains how the new services fit together with ex-
isting services in the organization and the community. The team devel-
ops a budget that details the cost of implementing the action plan, and
they establish a timeline for implementing each component of the action
plan. The plan also discusses the steps that will be taken to access the
necessary power and resources to shift the past trend, meet the current
need, and achieve the program goals.
Establish Performance Measures. Student teams select or develop
instruments that will be used to measure the results of the implementa-
tion of the program and service systems in attaining the program goals.
A plan for collecting data will permit them to answer the often asked
question, “Is anything better?” Evidence must be collected to determine
whether the action plan is working and progress toward the program
158 JOURNAL OF TEACHING IN SOCIAL WORK
13. goals is occurring. For example, if the action plan to address a goal of
“zero pregnancies among single teenagers for the next decade” focuses
on establishing an “Abstinence Only” program for all seventh graders
enrolled in the community’s schools, then the chosen performance mea-
sure would need to assess patterns of pregnancy and birth among teen-
agers in this community.
CONCLUSION
These assignments actively engage students in learning to establish
well-formed goals, develop an action plan that is linked to the desired
outcomes, and evaluate progress toward goals. Engaging students in an
active learning process has helped many students discover the value of
well-formed goals in ways that are not possible when learning is de-
pendent on lecture and discussion, and mastery is shown through the
student’s test performance. One student’s final paper concluded,
I learned that it is difficult to change or to notice change if we are not
sure what we want to change. For example, someone might say, “I
want to be a better therapist.” They have used this as their goal, but
what does this mean? What do they want to be better at: Listening?
Responding? Warmth? Caring? Empathy? If someone really wants
to change an aspect of their life they have to identify . . . a specific
goal. . . . I attribute my change to the process of identifying an area
that I wanted to change, stating how I wanted to change it and what
steps I would take to do it, and then receiving feedback. I was very
mindful of this area because I knew that I wanted to change it. It
made me accountable for it.
To help other students achieve understanding and commitment to goal-
setting, educators are encouraged to use active learning projects that pre-
pare students to become social workers who establish goals that meet the
MAPS criteria and select action steps that are linked to goal attainment.
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