Social Work Practice Research Week 10 Introduction

Social Work Practice Research Week 10introductionmost Social Work Agen

Social Work Practice Research week 10 INTRODUCTION Most social work agencies prepare an annual report that includes the number of services or units of service provided, the number of individuals served, and demographic data related to the population served. This is generally accompanied by a budget summary. In the past, that might have been adequate information to satisfy the public and funders, but today stakeholders are demanding greater accountability. Program evaluations, and in particular those focusing on outcomes, can provide insights into questions that such reports leave unanswered. Outcome evaluation assesses changes in clients during or after participating in a given program.

Overall, it measures the extent to which the program is achieving its short- and long-term goals. This type of program evaluation is important in showing stakeholders the positive impact of a service or program, which can lead to continued funding, or alternatively, revealing when a program is ineffectual or has lost relevancy. Such evaluations are needed in social work, as communities change, needs shift, and new evidence-based practices and modalities arise. Throughout the course, you have been building elements of your outcome evaluation plan as you determined needs, program activities, outcomes, and measurement instruments and data collection for your proposed program. This week, you bring those elements together into a complete plan that you could present to hypothetical stakeholders.

You also gain practice in selection of appropriate group research design. LEARNING OBJECTIVES Students will: · Justify group research design methods · Generate criteria for an outcome evaluation · Assess outcome evaluation methods from a stakeholder perspective · Create an outcome evaluation plan · Analyze stakeholder concerns about outcome evaluation

Paper For Above instruction

Outcome Evaluation Plan for a Foster Parent Training Program

Introduction

The foster parent training program is designed to equip new foster parents with the necessary skills, knowledge, and support to effectively care for children in foster care settings. The program aims to improve caregiver competency, reduce placement disruptions, and enhance the emotional and behavioral stability of foster children. As social service agencies are increasingly held accountable for client outcomes, a structured evaluation is vital to demonstrate the program’s effectiveness and identify areas for improvement.

Purpose of the Evaluation

The primary purpose of this outcome evaluation is to assess whether participation in the foster parent training program leads to measurable improvements in foster parents’ skills, knowledge, and caregiving abilities. Additionally, the evaluation seeks to determine the impact on foster children’s well-being and stability in placements. The findings will inform program refinements, support continued funding, and demonstrate accountability to stakeholders.

Outcomes to be Evaluated

• Increase in foster parents’ knowledge of child developmental stages, trauma-informed care, and behavior management strategies.
• Enhancement of foster parents’ caregiving skills as observed through self-reporting and supervisor assessments.
• Reduction in placement disruptions and behavioral issues among foster children.
• Improvement in foster children’s emotional well-being and adjustment, as reported by foster parents and caseworkers.

Measurement Criteria and Instruments

• Knowledge Assessment: A standardized pre- and post-training quiz measuring understanding of key concepts related to foster care and trauma-informed practices.
• Skills Evaluation: Supervisor-rated observation checklists administered at baseline and after program completion to assess caregiving skills.
• Placement Stability: Records of placement disruptions collected from agency data comparing pre- and post-intervention periods.
• Child Well-Being: Use of validated behavioral and emotional assessment tools such as the Strengths and Difficulties Questionnaire (SDQ) completed by foster parents and caseworkers.

Data Collection Methods

A mixed-method approach will be employed, combining quantitative surveys and assessments with qualitative feedback. Pre- and post-intervention surveys will track changes in knowledge and perceived skills. Supervisors will conduct structured observations during home visits. Agency records will be reviewed to document placement stability, and validated questionnaires will assess children’s emotional states.

Data will be collected by trained evaluators and case managers at designated intervals: before the program begins and immediately after completion, with follow-up assessments at six months to gauge long-term impacts. All data will be anonymized to ensure confidentiality and analyzed using statistical methods such as paired t-tests for quantitative data and thematic analysis for qualitative feedback.

Stakeholders and Concerns

Key stakeholders include foster care agency administrators, foster parents, caseworkers, and funding bodies. Their concerns revolve around demonstrating program effectiveness, ensuring reliable measurement of outcomes, and justifying resource allocation. Stakeholders may also be interested in the cultural relevance of assessment tools and the sustainability of positive outcomes. Addressing these concerns involves transparent reporting of data, involving stakeholders in the evaluation process, and ensuring evaluation methods are culturally competent and practical.

Conclusion

This evaluation plan provides a comprehensive framework to measure the effectiveness of the foster parent training program. By utilizing suitable research designs, measurement tools, and data collection methods, the agency can generate meaningful insights into program impact. The results will not only inform continuous program improvement but also strengthen accountability and stakeholder confidence in the agency’s services.

References

• Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
• Gregory, C., & Gellis, Z. (2020). Problem solving therapy for home-hospice caregivers: A pilot study. Journal of Social Work in End-of-Life & Palliative Care, 16(4), 297–312.
• Rubin, D. M., O’Reilly, A. L., Luan, X., & Localio, R. (2007). The Impact of Placement Stability on Behavioral Health Outcomes for Children and Youth in Foster Care. Child Abuse & Neglect, 31(10), 1045–1057.
• McCarthy, M. (2013). Evaluating Foster Parent Training Programs: Best Practices and Challenges. Child Welfare, 92(2), 135–154.
• Leathers, S. J., & Testa, M. F. (2006). Foster parent training and capacity building: An overview. Journal of Social Service Research, 31(2), 13–29.
• Barth, R. P. (2010). Research on foster care and results for policy and practice. Children and Youth Services Review, 32(10), 1537–1543.
• Winsor, J. & Thoburn, J. (2018). Evidence-Based Practice in Foster Care. Child and Family Social Work, 23(4), 523–530.
• National Quality Improvement Center on the Representation of Children in State Custody. (2011). Improving stability for children in foster care. Research Report.
• Troxel, D., & McCarthy, M. (2019). Outcome measurement in foster care programs. Child Welfare Journal, 98(4), 143–162.
• Fazel, M., et al. (2016). Mental health of children and adolescents in foster care: A systematic review. The Lancet Psychiatry, 3(5), 470–480.