Group Programs Are Common In Social Work As With Othe 344603

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. By Day 5 Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following: Provide a brief description of the role that you are taking. Provide an evaluation of the group research design that they have chosen, and criteria that your colleagues have generated (choice of outcome and method of evaluation) from the perspective of the stakeholder whom you have chosen. Provide support based on your evaluation Ask questions about the plan for research design and the questions that the evaluation plan will address from your chosen perspective.

Paper For Above instruction

In evaluating the effectiveness of a foster parent training program, selecting an appropriate research design and data collection method is essential to ensure reliable and valid outcomes. Among various group research designs, a quasiexperimental design, such as a nonequivalent control group design, is particularly suitable for this context. This design involves comparing a group of foster parents who have undergone the training with a comparable group who have not, facilitating assessment of the training’s impact while acknowledging practical constraints like the inability to randomly assign participants.

The advantage of a quasiexperimental design lies in its practicality within social work settings, where randomization is often unfeasible due to ethical or logistical reasons. By using intact groups, researchers can evaluate outcomes effectively. For data collection, surveys and interviews are advantageous methods because they provide both quantitative and qualitative insights into the foster parents’ knowledge, skills, and confidence levels before and after training sessions. Surveys can be standardized and administered uniformly, allowing for statistical analysis of changes, while interviews afford depth of understanding regarding participant experiences.

In terms of measurement criteria, one specific outcome to assess is the increase in foster parents’ knowledge of trauma-informed care practices. The outcome can be measured through a validated knowledge assessment questionnaire administered pre- and post-training by a trained evaluator. This evaluator ensures consistency in data collection and minimizes bias. The collected data can then be analyzed statistically to determine if there is a significant improvement attributable to the training program.

The training agency’s staff or a designated evaluation specialist could serve as the data collectors, administering the questionnaires in person or electronically. Electronic surveys, for example, can enhance efficiency and accessibility, particularly if foster parents are geographically dispersed. Ensuring confidentiality and voluntary participation are critical ethical considerations during data collection. Comprehensive documentation of the procedures will enhance the reliability and replicability of the evaluation.

In conclusion, a quasiexperimental design coupled with survey methods offers a robust and feasible approach to evaluating a foster parent training program. This combination allows for meaningful assessment of specific outcomes, such as knowledge increase, while accommodating practical constraints. Careful planning regarding data collection procedures and ethical considerations will contribute to producing valid, actionable insights that can inform program improvements and demonstrate accountability to stakeholders.

References

• Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Houghton Mifflin.
• 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 (4th ed.). Sage Publications.
• Rossi, P.H., Lipsey, M.W., & Freeman, H.E. (2004). Evaluation: A systematic approach (7th ed.). Sage Publications.
• Seidman, I. (2019). interview as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press.
• Wholey, J.S., Hatry, H.P., & Newcomer, K.E. (2010). Handbook of practical program evaluation. Jossey-Bass.
• Yin, R.K. (2014). Case study research: Design and methods. Sage Publications.
• Kadushin, A., & Harkness, D. (2014). Supervision in social work (6th ed.). Columbia University Press.
• Leviton, L.C., & Hughes, R.E. (1981). The limits of experimental design for program evaluation. Evaluation and Program Planning, 4(3), 233-246.
• Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.