Group Programs Are Common In Social Work As With Others

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

Group programs are prevalent in social work, necessitating that social workers understand the available research options and select appropriate research designs for program evaluation. In this context, evaluating the effectiveness of a foster parent training program requires choosing a suitable group research design and data collection method, as well as establishing specific criteria for measurement. This discussion focuses on identifying an appropriate research design and data collection approach for evaluating a foster parent training program, detailing the criteria to be measured, and outlining the methods and responsibilities involved in data collection.

Paper For Above instruction

The appropriate research design for evaluating the foster parent training program in Joan's study is a quasi-experimental, non-equivalent control group design. Given that all seven regional centers will participate and that some centers will start the training immediately while others will delay for 12 months, this staggered implementation allows for a comparison between intervention and control groups without random assignment. This design effectively captures the program's impact over time and facilitates comparison between centers that have received the training and those that have not yet implemented it. Unlike a randomized controlled trial, the quasi-experimental design is feasible in this context because of the natural assignment based on the centers' implementation schedule, and it aligns with the ethical considerations of providing training to all centers eventually while still enabling evaluation of outcomes.

For data collection, a mixed-method approach incorporating quantitative instruments and qualitative strategies would be optimal. Standardized instruments such as the Child and Adolescent Functional Assessment Scale (CAFAS) and Foster Parent Quality of Life (FPQoL) scales could be used to quantitatively assess child well-being and foster parent satisfaction. To gauge specific program outcomes like reduction in placement disruptions, increases in foster parent skills, and improvements in service quality, Likert-type scales must be developed and validated. These scales could measure foster parents’ perceptions of their skills, confidence, and satisfaction with the training.

The data collection process will involve multiple stakeholders. Foster parents will complete questionnaires at baseline (pre-training), immediately post-training, and at 6- and 12-month follow-ups to assess short-term and long-term impacts. Instructors will administer standardized assessments during training sessions, and agency caseworkers will gather qualitative data through structured interviews and focus groups with foster parents and supervisory staff, providing contextual insights into the quantitative findings. Data will be compiled by trained research assistants to ensure consistency and accuracy. All data collection will adhere to ethical standards, including obtaining informed consent and safeguarding confidentiality.

The combination of standardized instruments, tailored Likert-type scales, and multiple data collection points enables a comprehensive evaluation of the foster parent training program's effectiveness, specifically focusing on outcomes such as improved foster parent skills, enhanced child well-being, and reduced placement disruptions. This approach ensures that the evaluation captures both measurable outcomes and contextual factors, providing robust evidence for program improvements and stakeholder decision-making.

References

• McNamara, C. (2006a). Contents of an evaluation plan. In Basic guide to program evaluation (including outcomes evaluation). Retrieved from http://managementhelp.org/evaluation/plan.htm
• McNamara, C. (2006b). Reasons for priority on implementing outcomes-based evaluation. In Basic guide to outcomes-based evaluation for nonprofit organizations with very limited resources. Retrieved from http://managementhelp.org/evaluation/hidden.htm
• Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing.
• Joan, Social Worker. (2023). Planning and implementing a foster parent training program evaluation. Unpublished manuscript.
• Bickman, L., & Rog, D. J. (1998). The SAGE handbook of applied social research methods. Sage.
• Foster, S. R., & Taylor, A. J. (2014). Evaluating social programs: A flexible approach. Sage Publications.
• Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. Sage Publications.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
• Yin, R. K. (2014). Case study research: Design and methods. Sage Publications.
• Patton, M. Q. (2008). Utilization-focused evaluation. Sage Publications.