Presenting Evaluation Findings To Stakeholders In Their Prof

Presenting Evaluation Findings To Stakeholdersin Their Professional Ro

Presenting Evaluation Findings to Stakeholders in their professional roles, counselors engage in relationships with other human service providers and use strategies for interagency/interorganization collaboration and communication to make improvements for clients. After reviewing the Guidelines for Effective PowerPoint Presentations multimedia piece earlier in this unit, create a 10-slide PowerPoint that could be used for presenting the results of your hypothetical program evaluation plan, if you were able to carry it out. Post your presentation for comment and constructive feedback by your peers. Your presentation should include the following slides: Program Description (name, mission, stakeholders, and broad aims). Program Evaluation (model and methods used). Populations Served (including implications for cultural considerations). Counseling Services Provided (types of programs, such as after-school groups, parent education, et cetera). Needs Assessment (hypothetical assessments to determine needs and their results). Outcome/Impact Evaluation (hypothetical results obtained from administration of selected measures). Conclusions of the Evaluation (hypothetical results about what is successful and what needs improvement). Ethical Use of Results (cautions about the application of findings). Recommendations to Stakeholders. References. My program is about (The population that my project pertain to is AA males between the ages of 13-17, who have suicide thoughts, and depression. The area of concern is suicide ideation and depression. The clinical intervention that will be used is BDI-II this inventory).

Paper For Above instruction

The presentation of evaluation findings to stakeholders plays a vital role in informing, guiding, and enhancing interventions aimed at specific populations. In this context, I have developed a comprehensive program evaluation plan targeting African American (AA) males aged 13-17, who are experiencing suicidal thoughts and depression. This evaluation plan aims to assess the effectiveness of a tailored mental health program utilizing the Beck Depression Inventory-II (BDI-II) as the primary measurement tool to quantify depressive symptoms and suicidal ideation within this population.

Program Description

The program, titled "Youth Resilience and Hope Initiative," is designed with the mission to reduce depression and suicide ideation among AA teenage males through culturally sensitive interventions. Key stakeholders include mental health professionals, school counselors, community leaders, parents, and the participants themselves. The broad aims of this program are to promote mental health awareness, decrease stigma associated with mental health issues, and improve the psychological well-being of participants by providing evidence-based counseling and peer support groups.

Program Evaluation

The evaluation employs a mixed-methods model combining quantitative and qualitative approaches. Quantitative data will be gathered through pre- and post-intervention administration of the BDI-II inventory, which assesses depression severity and suicidal thoughts. Qualitative feedback will be obtained via focus groups and interviews with participants, parents, and stakeholders to understand perceptions of program effectiveness, cultural relevance, and areas for improvement. The evaluation aims to determine not only statistical significance in symptom reduction but also participant satisfaction and engagement levels.

Populations Served

The primary population served is AA males between ages 13-17 who experience symptoms of depression and suicidal ideation. Cultural considerations include addressing potential stigma within the AA community around mental health, acknowledging cultural expressions of emotional distress, and ensuring staff are trained in culturally competent practices. Accessibility issues such as transportation, privacy, and community trust are also considered to improve engagement and retention.

Counseling Services Provided

The services include individual counseling sessions focusing on cognitive-behavioral therapy (CBT), group therapy sessions, and family engagement activities. Supplementary programs include after-school mental health workshops, parent education on recognizing signs of depression, and peer-led support groups designed to foster resilience and connectivity among participants.

Needs Assessment

Prior to program implementation, hypothetical needs assessments involved surveys distributed to local schools and community organizations to gauge the prevalence of depression and suicidal thoughts among AA teenage males. These assessments revealed high levels of emotional distress, stigma-related barriers to seeking help, and a lack of culturally tailored mental health resources. The results underscored the need for a targeted intervention like the Youth Resilience and Hope Initiative.

Outcome/Impact Evaluation

Hypothetically, post-intervention assessments with the BDI-II inventory indicated significant reductions in depression scores and suicidal ideation. For example, average BDI-II scores decreased from 29 (moderate to severe depression) pre-intervention to 15 (mild depression) post-intervention. Participants reported feeling more connected, hopeful, and equipped to manage their emotions. These findings suggest the program effectively reduced depressive symptoms and suicidal thoughts in the target population.

Conclusions of the Evaluation

The evaluation results suggest that the program is successful in reducing depression severity and suicidal ideation among AA males aged 13-17. Strengths include culturally adapted interventions, positive participant feedback, and measurable decreases in depression scores. However, areas for improvement include increasing engagement outreach, addressing barriers to sustained participation, and expanding family involvement to solidify support networks.

Ethical Use of Results

It is critical to approach the interpretation and application of these findings with caution. Confidentiality must be maintained to protect participant privacy, especially given the sensitive nature of mental health issues. Results should inform program adjustments without stigmatizing the population further. Additionally, practitioners should prioritize culturally sensitive communication and avoid overgeneralization of results beyond the targeted demographic.

Recommendations to Stakeholders

Stakeholders are encouraged to support ongoing funding and resource allocation to sustain and expand the program. Incorporating feedback from participants and community leaders can enhance cultural relevance. Strengthening collaboration between schools, mental health providers, and community organizations will foster a more integrated support system. Furthermore, investing in training for staff and volunteers in cultural competence and trauma-informed care will improve service delivery and outcomes.

References

  • Beck, A. T., Steer, R. A., & Brown, G. K. (1997). Beck Depression Inventory–II (BDI-II). San Antonio, TX: Psychological Corporation.
  • Cauce, A. M., et al. (2002). Culture and the mental health of ethnic minority youth. Journal of Clinical Child & Adolescent Psychology, 31(3), 319-330.
  • Hall, G. C. N. (2013). Cultural influences on mental health treatment. Journal of Counseling & Development, 91(2), 122-130.
  • Jones, S. M., et al. (2010). Promoting positive mental health in African American youth. American Journal of Community Psychology, 45(1-2), 54-63.
  • Jones, S. M., & Deldin, P. J. (2012). Culturally adapted interventions for youth mental health. Journal of Counseling Psychology, 59(3), 383-390.
  • Lincoln, K. D., et al. (2018). Stigma and mental health in African American communities. Psychiatric Services, 69(4), 459-465.
  • Powell, S., et al. (2014). Family engagement in adolescent mental health interventions. Journal of Family Psychology, 28(3), 322-330.
  • Singh, G. K., & Yu, S. M. (1995). Infant mortality in the United States: Trends, causes, and social and economic costs. The Journal of the American Medical Association, 273(18), 1420-1424.
  • Williams, D. R., et al. (2007). Racial/ethnic discrimination and health: Findings from community studies. American Journal of Public Health, 97(7), 1194-1201.
  • Williams, S. M., & Williams, D. R. (2018). Racial disparities in mental health treatment. Journal of Racial and Ethnic Health Disparities, 5(3), 464–470.

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