Group Programs Are Common In Social Work As Well

Group Programs Are Common In Social Work Just As With Other Types Of

Group programs are common in social work. Just as with other types of programs, social workers must understand the options available to them and know how to select the appropriate research design. For this Discussion, you evaluate group research design methods that can be used for an outcome evaluation of a foster parent training program. You also generate criteria to be measured in the program. To prepare for this Discussion, review the “Social Work Research: Planning a Program Evaluation” case study in this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Retrieved from, and the section of “Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources”, titled “Overview of Methods to Collect Information."

Post your explanation of which group research design and data collection method from those outlined in the Resources you selected as appropriate for the “Social Work Research: "Planning a Program Evaluation" case study and why. Then, generate criteria to be measured using the research design by identifying a specific outcome and a method for measuring that outcome. Specify who will collect the data and how the data will be collected.

Paper For Above instruction

In evaluating a foster parent training program within social work, selecting an appropriate research design and data collection method is critical to accurately assess program outcomes and effectiveness. Based on the case study “Social Work Research: Planning a Program Evaluation” and the overview of methods for information collection, a mixed-methods design, incorporating both quantitative and qualitative approaches, appears best suited for comprehensive evaluation. Specifically, a quasi-experimental design with a comparison group offers the rigor needed to identify program impacts, while qualitative methods facilitate understanding participants' experiences and contextual factors influencing outcomes.

The quasi-experimental design involves selecting a comparison group of foster parents who do not attend the training, allowing for comparison against those who do participate. This design helps attribute observed differences in outcomes directly to the training program while controlling for extraneous variables, especially when random assignment is unfeasible due to ethical or logistical constraints (Creswell & Clark, 2017). It provides stronger internal validity than pre-test/post-test designs alone, making it suitable for program evaluation in social work settings.

Data collection methods under this design could include structured surveys administered pre- and post-training to measure changes in knowledge, caregiving confidence, and attitudes towards foster care. Additionally, in-depth interviews or focus groups with foster parents and social workers can capture nuanced understandings of how the training affects parenting practices and decision-making processes. Combining surveys (quantitative data) with interviews (qualitative data) aligns with a mixed-methods approach, ensuring a robust, holistic evaluation (Teddlie & Tashakkori, 2010).

One specific criterion to be measured is caregiver self-efficacy, reflecting foster parents’ confidence in managing behavioral challenges and providing quality care. To measure this outcome, a validated instrument such as the Foster Parent Self-Efficacy Scale could be employed. The scale’s scores pre- and post-training will quantify changes in self-efficacy. Data collection will be carried out by trained research assistants who distribute questionnaires during training sessions and conduct follow-up interviews three months post-training to explore participants’ perceptions of their caregiving abilities and the training’s impact.

Through this approach, the combination of a quasi-experimental design with quantitative surveys and qualitative interviews will not only assess measurable changes in caregiver self-efficacy but also illuminate contextual factors influencing training efficacy. This comprehensive evaluation strategy aligns with social work’s emphasis on evidence-based practice and client-centered outcomes, providing valuable insights to improve future foster parent training initiatives (Mason, 2018).

References

• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
• Mason, J. (2018). Qualitative researching. Sage.
• Teddlie, C., & Tashakkori, A. (2010). Mixed methodology: Combining qualitative and quantitative approaches. Sage.
• Plummer, S.-B., Makris, S., & Brocksen, S. (2014). Social work case studies: Concentration year. Retrieved from [URL]
• Section titled “Overview of Methods to Collect Information,” in Basic Guide to Outcomes-Based Evaluation for Nonprofit Organizations with Very Limited Resources.
• Chen, H. T. (2005). Practical program evaluation: Theory-driven evaluation and the for... (cut for length)
• Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. Pearson.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage.
• Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Sage.
• Yin, R. K. (2014). Case study research: Design and methods. Sage.