Journal Article Critque: An overview of prevention and intervention programs for juvenile offenders
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Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database.
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Running head PSYCHOLOGY1PSYCHOLOGY7Programmatic pur.docx
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.
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Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx
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- ...
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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 ...
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docx
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- ...
2o C Parte 3 Primary Prevention Mental Health Programs
The document discusses several topics related to primary prevention mental health programs including methodology, outcomes, prevention in other areas, issues with study inclusion and classification, ecological impact, parent programs, and cost analyses. Key points include that collectively studies have examined large samples and focused on outcomes like antisocial behavior, aggression, and risk status. Prevention research tends to be categorized which limits learning across fields, and some non-mental health focused programs have achieved positive mental health outcomes. Involving parents in programs remains a challenge with low attendance rates. Cost analyses have shown some prevention programs can return $8-45 for every dollar spent but support depends on multiple factors beyond cost savings.
Program evaluation
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
Lesson 9 Evidence-Based Practices Fall 2014 ReadingsBrown.docx
Lesson 9: Evidence-Based Practices
Fall 2014
Readings
Brown, R.C., Fielding, J.E. & Maylahn, C.M. (2009). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 30, 175-201.
Jones, A., Bond, G.R., Peterson, A.E., Drake, R.E., McHugo, G.J. & Williams, J.R. (2014). Role of state mental health leaders in supporting evidence-based practices over time. Journal of Behavioral Health Services & Research, 41(3), 347-355.
SAMHSA National Registry of Effective Programs and Practices
http://nrepp.samhsa.gov/.
Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Programs Guide. http://www.ojjdp.gov/mpg/
Other Evidence-based Registries and Toolkits
Blueprints for Violence Prevention. http://www.colorado.edu/cspv/blueprints
California Child Welfare Clearinghouse. http://www.cebc4cw.org.
Substance Abuse and Mental Health Services Administration (SAMHSA) (2008).
Evidence-based Practice Kits. D.H.S.S. Publication No. SAM-08- 4344,
Rockville: MD.
http://store.samhsa.gov/list/series?name=Evidence-Based-Practices-KITs
Suicide Prevention Resource Centers Best Practices Registry for Suicide Prevention.
http://www.sprc.org/bpr
Summary
“Evidence-based practice” has been defined as “an approach to practice that requires the examination of research findings from systematic clinical research (e.g., randomized-controlled clinical research) in making decisions about the care of a specific population with a specific problem” (Levine, 2004). In the area of mental health, this term began to be used in the late 1990’s, as untested mental health and substance abuse programs were implemented and promoted that in many cases lacked any empirical evidence of effectiveness. For example, the D.A.R.E. program (Drug Abuse Resistance Education) was implemented across the country in thousands of schools, yet in a review of six evaluations of the D.A.R.E. program, the U.S. General Accounting Office found "no significant differences in illicit drug use between students who received DARE in the fifth and sixth grade and ...students who did not." (http://www.gao.gov/new.items/d03172r.pdf). A subsequent meta-analysis of D.A.R.E found the program to have less than small overall effective on drug use and psychosocial behaviors (Pan, W. & Bai, H., 2009).
Due to concerns regarding the implementation of programs without positive outcome data, “evidence-based program” lists began to emerge in the areas of mental health, substance use, education, violence and other behavioral concerns. Lists included the SAMHSA National Registry of Effective Programs and Practices (nrepp.samhsa.gov), SAMHSA’S mental health evidence-based toolkits, the University of Colorado’s Blueprints for Violence Prevention, the Office of Juvenile Justice and Delinquency Prevention’s (OJJDP) Model Programs Guide, the Department of Education’s Exemplaryand Promising Safe, Disciplined and Drug-Free Schools Programs and the Su ...
Delinquency Prevention and Diversion ProgramsNameInstitutionCo
Delinquency Prevention and Diversion Programs
Name
Institution
Course
Tutor
Date
Running head: Delinquency Prevention and Diversion Programs 2
Delinquency Prevention and Diversion Programs 5Introduction
Delinquency prevention programs entail superseding youths' and children's lives to deter them from delinquent acts. Delinquency prevention programs occur outside the juvenile justice system, and the plans are not organized to undermine and exclude justice personnel. Diversion programs are substitutes that are entwined to initial or progressive official dispensation of the youth in the juvenile delinquency system. Diversion programs majorly entail redirecting the youthful wrongdoers from the justice system through different programs such as sports, supervision, and recreational activities. In this work, we will see the basic assumptions for these programs, the justification of these programs, and the public's reluctance to finance them. Basic Assumptions for Delinquency Prevention and Diversion ProgramsA match in the parties
There should be an understanding between all the underlying parties for the prevention delinquency and diversion program to be successful. According to Lipsey, the parties involved include the juvenile target, the host organization, and the program's concepts. The targeted individual must be willing to undergo the guide program in his trial to quit the adapted behavior. In this case, the target is the leading party since the whole program's success depends on their willingness. The host must also be willing to work with the particular individual, lay and work a program suitable for the exercise (Farrington, et al, 2017). The most applicable program to this assumption is the school program. Since many minors spend a lot of time in school than in any other institution, there is a need to conduct delinquency prevention and diversion programs in schools. Therefore, the school must be willing to roll a plan suitable to accommodate the targeted juvenile's interests. The parents may also play a part in convincing the juvenile to enroll in that program. The assumptions work in all preventions; primary, secondary and tertiary preventions. The matching of all the parties hence makes it easy for the program to run. No specific program is effective
In these juvenile court programs of delinquency prevention, we assume no single program can effectively do away with delinquency. The main reason behind this assumption is that the underlying problems are from different sources. The crimes may be a result of low housing, poverty, inadequate education, among others. These existing problems are complex and independent, such that not a single program can overhaul them once. Therefore, the host organization must plan on a series of programs related to each of the problems. Besides, it is prudent to target the issues first rather than the prevention of their outcomes. (Johnson, 1998) suggests that for effective prevention, we have to deal with t ...
Running head JUVENILE DELINQUENCY POLICY .docx
Running head: JUVENILE DELINQUENCY POLICY
JUVENILE DELINQUENCY POLICY
Juvenile Delinquency Policy
Student's Name
Institutional Affiliation
Often policies aimed at improving the situation of certain conditions in the society are formulated, passed and made ready for implementation. However, challenges face the implementation phase of the policies. There are a number of challenges that may hinder the implementation of a certain policy. These range from physical, social, economic, environmental and economic factors. this paper will seek to exploit the cost factors that affect the implementation of the juvenile delinquency policy. These fall under the economic factors of the above-named factors. These include a measure of the benefits that are to be realized upon switching to the new policy.
Training Costs.
Implementation of any policy involves capacity building of individuals who are going to disseminate the information to different part of the nation. This includes carrying out training in different places so as to ensure that the public is sensitized on the importance of this particular policy of juvenile delinquency for our case. This may include training in the institutions and also community-based training all of which will require funds for facilitation.
Incorporations Cost
The implementation of this policy will involve the provision of education to children in order to mold them to the desirable state of behavior. There will be a need of taking even the children who do not have access to education to institutions by ensuring that education is free of charge to all. To ensure these, the government of the day is obliged to sponsor these programs hence will need to source funds for the program.
Program Sustenance Cost
Once a program to support this policy is started, it important to ensure that the program is kept going on. There should be a consideration of the ways to sustain the program through the provision of necessities like learning materials among other education materials.
Administrative Costs.
These are the costs that are incurred to run the program in different places. This includes salaries for the officer responsible for overseeing the policy implementation in the different locations. This is also a great factor to put into consideration.
Ensuring The Participation of Different Groups in This Policy.
The involvement of the groups within the society is very important as it boosts this policy implementation. There are a number of ways that can be used to ensure the participation of these individual groups within society. The mass media being one of the groups can be involved through carrying out the campaigns via the media houses. The media houses can air any information that is supposed to pass across to the society. The media houses can also horst in.
Ebp power point2-9-09final
The document outlines eight evidence-based principles for effective offender intervention programs: 1) assess risks and needs, 2) enhance intrinsic motivation, 3) target interventions based on risk level, criminogenic needs, and responsivity, 4) provide appropriate dosage of treatment and services, 5) use cognitive-behavioral treatment approaches, 6) train offenders in skills with directed practice, 7) increase positive reinforcement, and 8) engage ongoing community support and measure outcomes. The principles are supported by research showing programs incorporating these elements reduce recidivism more effectively.
Prevention and reduction - schools
This document summarizes strategies that schools can use to prevent youth crime and antisocial behavior based on international evidence. Effective prevention interventions for individuals work with smaller groups, are delivered by program originators, and use cognitive behavioral techniques for higher risk youth aged 12 or more. Schools can create an environment for prevention through reorganizing grades/classes, altering classroom management, improving school discipline policies, and teaching social skills using cognitive behavioral methods. Interventions that do not work and should be avoided include those focused on coercion/control, boot camps, unstructured counseling or training, and programs that group high-risk students without structure.
Running head LOGIC MODELLOGIC MODEL 2Logic modelStu.docx
Running head: LOGIC MODEL
LOGIC MODEL
2
Logic model
Student’s name
University affiliation
Date
References
Blue-Howells, J., McGuire, J., & Nakashima, J. (2008). Co-location of health care services for homeless veterans: a case study of innovation in program implementation. Social work in health care, 47(3), 219-231.
Output
Integrating patient care
Communication and collaboration between workers hence resulting to communities of practicing clinicians
Attracting new patients to GLA
Funding a two-year pilot grant
Effective process for psychiatric screening for homeless patients
Outcomes
Homeless project were integrated
The issues of homeless veterans were addressed due to institutional barriers
There was creation of coalition and linking the project to legitimate VA-wide goals
Good sustained program maintenance, process evaluation and encouraging development of communities.
Activities
Building a coalition of decision makers
Introduction of a new integrated program
Inputs
The decision to implement
Initial implementation
Sustained maintenance
Termination or transformation
Running head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 2
Program Evaluation
Institutional Affiliation
Insert the student’s name
Instructor’s name
Course
Date
Introduction
Evaluation of the program is usually done to in order to determine the quality of the program, how effective the program is and how the program is performing. This can help to know if the program is making a significant difference among the targeted people. It can also assist to know if the program is functioning or not. This paper therefore seeks to evaluate the program which is assisting the homeless people within the community.
The two program evaluation questions are: what is the reach of the program? And what has been the impact of the program on the homeless people? The answers to these questions would elicit both qualitative and quantitative results. Therefore, the program evaluation will require both quantitative and qualitative data collection plan. This is because the use of mixed-method approach is convenient since the results and findings would be reliable (Creswell, 2017). After identifying the evaluation program questions, the next step will be to come up with plan of evaluating a program. The plan should consist of methods of collecting data, evidences, the person responsible and the duration.
Program Evaluation Question
Evidence
Methods and sources of collecting data
Person in charge
Duration
1. What is the reach of the program?
Number of building materials distributed
Records of the program
Robert
One month
2. What has been the impact of the program on the homeless people?
Number of people resettled
Number of people not yet re.
A retrospective review of the Honduras AIN-C program guided by a community he...
Factors that influence performance of community health workers (CHWs) delivering health services are not well understood. A recent logic model proposed categories of support from both health sector and communities influence CHW performance and program outcomes. This logic model has been used to review a growth monitoring program delivered by CHWs in Honduras, known as Atención Integral a la Niñez en la Comunidad (AIN-C). A retrospective review of AIN-C was conducted through a document desk review and supplemented with in-depth interviews. Documents were systematically coded using the categories from the logic model, and gaps were addressed through interviews. Authors reviewed coded data for each category to analyze program details and outcomes as well as identify potential issues and gaps in the logic model.
This assignment requires a seperate response to each peers p.docx
This assignment requires a seperate response to each peer's posting,which should include two references for each peer posting. This assignment is due by Sunday 4/23/17 at 7pm eastern time zone.
1
st
Peer Posting
The Program Evaluation model chosen for this assignment is the responsive evaluation which is a client centered method that places the focus on the program activities instead of the program goals( Chyung, Wisniewski, Inderbitzen, & Campbell, 2013).This model is often used within social agencies or advocacy groups to evaluate the actual activities and their effectiveness through working closely with the stakeholders, including staff, clients, and others who provide support for these programs. To provide the best services, it is important to identify what is working and what areas need improvement in an ongoing process in order to meet the ever changing needs.
This will be an effective method to evaluate a faith based residential treatment program designed to help women in need to recover from harmful life cycle patterns. Within this program participants are presented with opportunities to learn life skills, parenting, job, and educational skills. The program has developed a goal for participants to become independent with a stable living environment where they are able to live free from abuse and substances.
The purpose of this evaluation is to identify areas that are creating the desired effects of success and to identify areas which need improvement. Additionally it is important to identify areas which are not working and decisions need to be made about changing or eliminating these activities. The stakeholders, or community members who have invested in the program through time, efforts, and financially are responsible for determining what areas get funding and support
References
Chyung, S. Y., Wisniewski, A., Inderbitzen, B., & Campbell, D. (2013). An improvement- and accountability-oriented program evaluation: An evaluation of the Adventure Scouts Program. Performance Improvement Quarterly, 26(3), 87–115.
2
nd
Peer Posting
Top of Form
Program Evaluation Model
The type of evaluation that will be used for the treatment program “Childhood Anxiety Center” will be a consumer oriented evaluation (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013). This type of evaluation will relate how the program is run and the effects of the program to the needs of the population it is serving (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013). It will help with improvement and accountability within the program to evaluate the changes with the children being served.
Evaluand
The evaluand is the Childhood Anxiety Center. The children involved in the program are those who who are between the ages of 3 and 12 who have been diagnosed with specific anxiety disorders. These include generalized, social, and separation anxiety disorders. It will also welcome children with specific phobias, obsessive-compulsive disorder, an ...
Juvenile Diversionary Programs in Texas
The document discusses juvenile diversion programs in Texas and their goals of redirecting youth offenders from the justice system through supervision and support services. It provides details about the statewide Community Youth Development (CYD) program and the local Tejano Center for Community Concerns Juvenile Justice Diversion Program in Houston. Both programs aim to prevent delinquency by providing services like academic support, life skills training, and family counseling. Research shows that diversion programs can reduce probation referrals and improve school performance when comprehensive services are provided by experienced caseworkers.
Program Evaluation
This document outlines a program evaluation for a transitional care program. It discusses using a mixed methods approach, gathering both quantitative and qualitative data to evaluate the program. The data will be analyzed and used to develop recommendations to improve or continue the program. Interviews, surveys, and focus groups will provide information on how well the program is operating and its level of success. The evaluation findings will be used by various stakeholders to refine strategies and guide effective service delivery.
Finding what works helping young adults transition into adulthood
The document discusses conducting a rigorous random assignment evaluation of Youth Villages' Transitional Living program. It notes that while random assignment is the gold standard for evaluation, it also presents ethical issues in denying some youth access to the program. It describes the recruitment process, challenges in meeting enrollment goals, efforts to monitor program fidelity, costs to the provider, and the lengthy timeline from beginning the study to receiving preliminary outcome results. The evaluation aims to determine the program's impacts on outcomes like housing stability, education, employment, and crime reduction.
Epe talk for Supervisors
- There is a need for a more collaborative business model between EPE and programs to better integrate epidemiology, evaluation and programmatic expertise from the beginning of planning through implementation and evaluation.
- An ideal model would have epidemiologists, evaluators and program staff working more as horizontal partners at each stage of the public health process.
- This could involve co-locating staff when possible, as well as better aligning goals and communication across divisions.
- Developing joint logic models and sharing data more openly were discussed as ways to break down barriers between groups and improve multi-disciplinary work.
Circle Program Final Report (1)
This literature review summarizes research on positive youth development (PYD) and its effectiveness. PYD focuses on promoting healthy development through competence, confidence, connections, character, caring, and contribution. Research by Richard Lerner found PYD programs like 4-H effectively improved these outcomes. Additional studies confirmed the stability of PYD factors across adolescence and their correlation with contribution and well-being. However, more research is needed to understand how outcomes vary between programs and populations. Overall, empirical evidence supports PYD and mentoring programs, though their effects may differ depending on program design and participants.
Running Head RESEACH PAPER1SOCIAL MARKETING CAMPAIGNS45.docx
Running Head: RESEACH PAPER 1
SOCIAL MARKETING CAMPAIGNS 4
5
Plan to Address Health Issue
Name
Institutional Affiliation
Date
Introduction
Evidence-based practice refers to the integration of clinical expertise, research evidence, and application of patient values during the process of making decisions for the care of clients and patients. The practices have been tested and studied comprehensively to ensure that they are conscientious and explicit for the provision of the best care to the patients (Baker & Tickle-Degnen 2014). In the case of the two previously exposed campaigns, project action and teens stopping AIDS in Sacramento there is need to assess the strategies put forward and evaluate whether they are in line with evidence-based practice.
A comparison and contrast of the campaign strategies with evidence-based practice
The strategies which were employed by the two campaigns have some similarity as well as differences in different perspectives. The campaign strategies were divided into phases which are similar to the evidence-based practice. For example, in teens stopping Aids campaign, the first phase is to describe the problem which had led to the conduction of the campaign (Fisher et al., 2014). Similarly, in evidence-based practice, the first thing which is done is to ask a question which provides the problem of the patient or client. Other similar phases include evaluation, planning, and selection of the best interventions.
On the other hand, there is some difference between the campaign's strategies and evidence based care. The two campaigns are employing a group of people who are involved in decision making who represent many groups in the population of interest. However, the nurse for example in evidence-based care is the one who uses their expertise and refers to the documented scientific evidence and then decide what is best for the patient but of course in collaboration with the patients who are being cared for (Rundle, 2014).
Adoption, implementation, and maintenance of the strategies proposed
Prevention of Aids transmission is not a simple task and therefore comprehensive and suitable strategies needed to be adopted, implemented and ensure that they remain active and in use in preventing further cases of infection. The primary focus strategy of the two campaigns was behavioral change. This aspect is supreme in determining whether the policies proposed will be adopted, implemented and maintained in the community or not (Kalichman, 2014).
Through heavy campaigning, the aim was to provide information about the disease, reduce stigma, enhance the accessibility of services, delaying the first onset of sex, reducing the number of sexual partners among others all of which are part of the behavior that needed to be changed. Other than that, provision of comprehensive information was vital to ensuring that the strategies were adopted and maintained by the community (Cordner, 2014). This was done by making ...
SOCW 6311 wk 8 peer responses Respond to at least two collea.docx
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
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This assignment requires a seperate response to each peers p.docx
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The document is a resume for LaKeisha Weber, an educational leader with over 15 years of experience in classroom teaching, curriculum development, and educational leadership. She holds a Master's degree in Educational Leadership and Teaching and is certified to teach in Louisiana and Georgia. Her background includes experience as a science teacher, special education department head, and teacher mentor. She is skilled in areas such as curriculum development, instructional design, data analysis, and educational technology.
Apresume 17
This document is a resume for LaKeisha S. Weber, an educational leader with over 15 years of experience in curriculum development, instructional design, and educational training. She holds a Master's degree in Educational Leadership and Teaching and is certified in Biology, Special Education, and as a Reading Specialist and Teacher Leader. Her background includes roles as a Science Teacher, Special Education Department Head, and Unit Supply Specialist in the Louisiana Army National Guard. She is skilled in areas such as curriculum development, educational technology, data analysis, and project management.
Diversifying course options in an urban high school curriculum proposal
This curriculum proposal outlines new course options for an urban high school serving grades 9-12. It proposes adding electives such as Forensic Science, Public Speaking, Consumer Math and courses on human anatomy and sexuality. Core subjects would continue like English, math, science and history. Electives aim to diversify options and engage more students. The proposal discusses the school's demographics and mission to develop resilient, socially conscious students. It provides rationales for proposed courses based on historical developments in curriculum and society.
Apresum erev
LaKeisha Weber is an experienced educator seeking new opportunities. She holds a Master's degree in Educational Leadership and Teaching and has over 15 years of experience in curriculum development, instructional design, and educational leadership roles. Her background includes teaching science, special education, and serving as a department head. She is proficient in assessment strategies, learning management systems, and integrating technology into instruction. Currently, she works as a science teacher and provides monthly training to colleagues on curriculum updates.
Juveniles offenders with disabilities research paper
Research document written while a graduate student at Xavier University of Louisiana during the Spring 2012 semester.
Nih cert
Lakeisha Weber completed the NIH web-based training course "Protecting Human Research Participants" on January 19, 2014. The National Institutes of Health Office of Extramural Research issued her a Certificate of Completion, certifying that she successfully finished the course. Her certification number is 1363161.
Louisiana Department of Education
This certificate issued by the Louisiana Department of Education certifies that LaKeisha Shantell Weber holds a Level 2 Teaching Certificate valid from February 5, 2014 to February 5, 2019. Weber earned a B.S. from Southeastern Louisiana University in 2008, a M.A.T. from Xavier University of Louisiana in 2012, and completed an alternative teacher education program at Xavier University in 2012. She also earned a Master's degree plus 30 graduate hours in 2015 and a M.A. from Xavier University in 2016, making her eligible to teach Reading Specialist (1-12), Teacher Leader, Biology 6-12, and Mild/Moderate Secondary 6-12. For renewal, she must meet effectiveness standards
Journal article critque #5: The Impact of Juvenile Arrests on High School Dro...
Hirschfield, P. (2009). Another Way Out: The Impact of Juvenile Arrests on High School Dropout. Sociology Of Education,82(4), 368-393. Retrieved from Academic Search Complete database.
Journal article critque #4: JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND REC...
Grunwald, H., Lockwood, B., Harris, P., & Mennis, J. (2010). Influences of neighborhood context, individual history and parenting behavior on recidivism among juvenile offenders. Journal of Youth & Adolescence, 39(9), 1067-1079. Retrieved from Academic Search Complete database.
School Finance Budget Analysis and Development Project
The mission of Wade High School is to prepare students for the future by providing a rigorous and relevant instruction for students at all academic levels to ensure each has the opportunity to achieve maximum potential
L. Weber Resume
LaKeisha S. Weber is an experienced educator with a background in curriculum development, educational leadership, and classroom instruction. She has a Master's degree in Educational Leadership and Teaching and is certified in biology, special education, reading specialist, and as a teacher leader. Her experience includes roles as a science teacher, special education department head, and unit supply specialist in the Louisiana Army National Guard. She is skilled in areas such as curriculum design, data-driven assessment, instructional strategies, and educational technology integration.
Multicultural Program Final Proposal Project
This document proposes a multicultural education program for Kindezi Elementary School in the Atlanta Public School District. The program aims to increase cultural awareness and collaboration among students through monthly cultural celebrations and a culminating arts festival. It would utilize a project-based learning approach across subject areas. Key elements include selecting Cultural Ambassadors to lead planning, monthly events highlighting different cultures, integrating lessons and activities into the curriculum, and assessing student learning and pride in cultural expression. The goal is to help students appreciate their own cultures and those of others.
Journal article critque #1
Does the presence of transitional programs for juvenile offenders have an effect on recidivism rates among urban students?
Determining the influence of transition or community based interventions
Many urban schools are lacking transitional programs to aid students exiting the juvenile justice system and re-entering the school setting;
Determining the Influence of Transition or Community-Based Interventions on R...
This study examined the relationship between transition services and recidivism rates among urban students in the southeastern United States. Data was collected from 34 students' records on whether they received transition services after leaving juvenile justice and whether they recidivated. A chi-squared analysis found no significant relationship (p=.868) between receiving transition services and lower recidivism. The contingency coefficient showed a weak association between the variables, supporting the null hypothesis that transition services do not affect recidivism rates.
Reseach paper inclusion and achievement
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
Multicultural final proposal final
This document proposes a multicultural education program for Kindezi Elementary School in Atlanta, Georgia. The school has a racially imbalanced student population that lacks diversity. The proposed program would implement monthly cultural celebrations and project-based learning to highlight African American, Hispanic/Latino, Asian, Native American, and Hawaiian/Pacific Islander cultures. Teachers would collaborate to develop culturally-focused lesson plans and activities. Students would help plan monthly Cultural Arts Day events honoring different cultures. The program aims to increase students' multicultural knowledge and collaboration through experiential, hands-on learning over the course of a semester, culminating in a three-day Multicultural Arts Festival open to the school and community. The program seeks to reduce
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Journal Article Critque: An overview of prevention and intervention programs for juvenile offenders
- 1. Running head: JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 1 Research Question: Do family centered transitional or community-based intervention programs for juvenile offenders lessen the effect on recidivism rates among urban students versus non-family centered programs? LaKeisha Weber Xavier University of Louisiana In partial fulfillment of the requirements for EDCG 5010 Research Methods Sr. Alicia Costa, S.S.F., Professor February 10, 2014
- 2. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 2 Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database. Critique There has been a strong focus on identifying programs and strategies that help to reduce juvenile delinquency over the past 20 years. Numerous programs declare effectiveness and claim to be the solution to delinquency issues. The purpose of this article was to identify the four ways to identify and determine the efficacy of prevention and intervention programs and strategies. Also, they recognize specific programs and strategies that are proven to be operative in the community, for crime prevention and students in institutions. Using evidence-based models can help to thwart and curve the rates of juvenile delinquency. For a program to be adopted and implemented, it must be recognized as effective. There are four ways to identify the effectiveness of a program; (a) blueprints, (b) program lists, (c) meta-analysis of program evaluations, and (d) cost-benefit analysis. Blueprints is an evaluation method that identifies effective models based on certain criteria, once identified as effective they are used as “blueprints” for the development of future programs. Programs lists are produced by organizations. The references lists identify programs by their screening methods. Using the original model of a program and achieving similar or better results proves efficacy. A meta- analysis of results can truly determine whether or not a program is effective. Lastly, cost-analysis compare the original cost of funding delinquent juveniles to the costs after the juvenile has been
- 3. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 3 through rehabilitation. Theoretically, if delinquency is reduced, the program’s fund availability should increase. Once programs are identified, individuals must determine which programs/strategies work and which do not. Using the four methods of evaluating effectiveness, a pyramid was drafted with the most effective programs occupying the very top of the pyramid. The least effective, non-evaluated programs compromised the base of the pyramid. The middle consisted of the programs with some, but not enough evidential support. The researches in this study then used the following 7-level classification system to label the programs and strategies; (1) preferred (Blueprint proven effective programs and strategies), (2) proven (meets three Blueprint qualifications), (3) provisional (single evaluation with crime prevention results), (4) promising (fail to meet provisional standards), (5) potentially promising (design of program has promise) (6) ineffective (no significant effect) and (7) unproven (not at all suitable). Using this scale, the researchers compared the program costs per youth, their effects on crime, government savings, benefits of treatment and overall benefits minus the costs. The method used to analyze the data was not stated. Also, the results of the findings were placed in a table but were not clearly defined. Prevention programs focus mainly on students who are at-risk for specific negative behaviors. This includes pregnancy, smoking, etc. A proven effective program that aims to curb delinquency and criminal behavior is the LifeSkills Training (LST) model. It is a Blueprint endorsed program. To curb problem behaviors and delinquency, family focused interventions were proven effective. The Multisystemic Therapy program is designed to aid parents in managing the negative behaviors of their children. Ineffective programs are the ones that focus solely on the juvenile and not the family as a unit, such as the TV program Scared Straight.
- 4. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 4 When a child leaves their home and is placed in an institution (i.e. correctional facility, group home, etc.), there are effective programs to help aid them upon release, as well as reduce the possibility of recidivism. One model is Family Integrated Transition, which recruits the family to assist the juvenile transition from the institution and back to the community. Although evidence –based programs and strategies are effect in diminishing delinquency, these programs are not afforded to enough children. The researchers suggest that evidence-based program reform needs to happen in our country. Individuals working with at-risk youth should be trained to better serve them. That policy makers and politicians should direct funds into these proven programs, so that kids are getting the interventions needed to live a life free of crime.
- 5. JUVENILE OFFENDERS: TRANSITIONAL PROGRAMS AND RECIDIVISM 5 References Greenwood, P. W. (2004). Cost-effective violence prevention through targeted family interventions. Annals of the New York Academy of Sciences, 1036, 201-214 Hennigan, K. Kolnick, K., Poplawski, J., Andrews, A., Ball, N., Cheng, C., & Payne, J. (2007). Phase 1: Survey of interventions and programs—A continuum of graduated responses for juvenile justice in California. Los Angeles: University of Southern California. Howell, J.C., & Lipsey, M. W. (2004). A practical approach to evaluating and improving juvenile justice programs. Juvenile and Family Court Journal, 55(1), 35-38.