This Week You Focus On Extending The Logic Model To Include

This Week You Focus On Extending The Logic Model To Include Criteria

This week, you focus on extending the logic model to include criteria for measuring the outcomes that you identified in your Week 7 logic model. In the Discussion, you evaluate which group research design is appropriate for a case study. You also generate criteria for an outcome evaluation of that program. In the Assignment, you generate a plan for an outcome evaluation of a hypothetical program.

PART 1: Discussion: Use of Group Designs in Program Evaluation

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. (2014b). Social work case studies: Concentration year, 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.

PART 2: Assignment: Designing a Plan for Outcome Evaluation

Social workers can apply knowledge and skills learned from conducting one type of evaluation to others. Moreover, evaluations themselves can inform and complement each other throughout the life of a program. This week, you apply all that you have learned about program evaluation throughout this course to aid you in program evaluation.

To prepare for this Assignment, review “Basic Guide to Program Evaluation (Including Outcomes Evaluation)” from this week’s resources, Plummer, S.-B., Makris, S., & Brocksen S. (2014b). Social work case studies: Concentration year, especially the sections titled “Outcomes-Based Evaluation” and “Contents of an Evaluation Plan.” Then, select a program that you would like to evaluate. You should build on work that you have done in previous assignments, but be sure to self-cite any written work that you have already submitted.

Complete as many areas of the “Contents of an Evaluation Plan” as possible, leaving out items that assume you have already collected and analyzed the data. Submit a 4- to 5-page paper that outlines a plan for a program evaluation focused on outcomes. Be specific and elaborate. Include the following information:

- The purpose of the evaluation, including specific questions to be answered

- The outcomes to be evaluated

- The indicators or instruments to be used to measure those outcomes, including the strengths and limitations of those measures

- A rationale for selecting among the six group research designs

- The methods for collecting, organizing and analyzing data

Case Study Context:

Joan is a social worker and doctoral student planning a dissertation research project with a large nonprofit child welfare organization. The agency focuses on foster care, recruiting and training foster parents, and running a foster care program emphasizing family foster care. The organization has seven regional centers, each serving 45–50 foster parents and about 100 foster children. Recently, a new foster parent training program has been introduced across all centers, aiming to reduce placement disruptions, improve service quality, and increase child well-being.

Three centers will start the new training immediately, while four centers will delay starting until 12 months later. The training consists of six 3-hour sessions, conducted biweekly with standardized manuals and same instructors. The previous training differed in focus but also lasted 6 weeks. There is no existing research on the new program, but standardized instruments and Likert scales can be used to assess outcomes. Joan plans to use group design because all centers are willing to participate, and the centers are starting training at different times.

Please develop a comprehensive evaluation plan considering this context, aligning with the above assignment requirements.

Paper For Above instruction

Introduction

The evaluation of foster parent training programs is essential in ensuring that they effectively achieve desired outcomes such as reduced placement disruptions, enhanced service quality, and improved child well-being. Developing a systematic evaluation plan requires understanding appropriate research designs, selecting valid measurement instruments, and outlining clear procedures for data collection and analysis. This paper presents a detailed outcome evaluation plan for a newly implemented foster parent training program within a large nonprofit child welfare organization.

Purpose and Evaluation Questions

The primary aim of this evaluation is to determine the effectiveness of the new foster parent training program in achieving its objectives. Specific questions include:

- Does the training reduce foster placement disruptions?

- Does it improve the quality of services provided to foster children and families?

- Does it increase the overall well-being of children in foster care?

These questions guide the selection of outcomes and respective measurement strategies.

Outcomes to be Evaluated

Three main outcomes are identified:

1. Reduction in placement disruptions

2. Improvement in service quality

3. Increased child well-being

These outcomes align with the program’s goals and are measurable through specific indicators.

Indicators and Instruments

To measure the outcomes, the following instruments will be used:

- Placement Disruptions: Administrative data on the number and frequency of placement changes, collected from agency records. Strength: objective, routinely collected data. Limitation: may not capture nuances of disruption severity.

- Service Quality: Standardized caregiver surveys, such as the Home Observation for Measurement of the Environment (HOME) inventory, supplemented by Likert-scale questionnaires developed specifically for this study. Strength: validated tool; limitation: self-report bias.

- Child Well-Being: The Strengths and Difficulties Questionnaire (SDQ), administered to foster parents and caseworkers. Strength: validated measure of mental health. Limitation: potential respondent bias.

The combination of objective administrative data and subjective reports provides comprehensive insight into program effectiveness.

Research Design Rationale

A quasi-experimental, delayed-start group design is selected because it allows comparison between centers that have started the training immediately and those that have yet to start. This design suits the staggered implementation schedule and enhances internal validity by controlling for temporal effects. Random assignment is not feasible due to the program's operational nature, making the delayed-start design the most practical choice.

Data Collection and Analysis Methods

Data will be collected at baseline, immediately post-training, and at 6-month follow-up. Administrative data on placement disruptions will be retrieved from agency records. Surveys will be administered electronically, with reminders to foster parents and caseworkers.

Qualitative data from open-ended survey questions will also be analyzed thematically to provide contextual insights. Quantitative data will be analyzed using statistical methods such as repeated measures ANOVA to evaluate changes over time and between groups. Qualitative data will be coded for recurring themes relevant to program outcomes.

Implementation Plan

The evaluation team will consist of trained research assistants responsible for data collection, entry, and management. Regular training sessions will ensure consistency and adherence to data collection protocols. Data analysis will be conducted using SPSS, with results interpreted within the context of the program’s goals and limitations.

Conclusion

This evaluation plan offers a comprehensive framework to assess the effectiveness of the new foster parent training program. By employing a delayed-start design and multiple measurement instruments, the evaluation balances practical constraints with rigorous methodology, providing valuable insights into the program’s impacts on foster care outcomes.

References

• Plummer, S.-B., Makris, S., & Brocksen, S. (2014b). Social work case studies: Concentration year.
• Achenbach, T. M. (2001). Manual for the Strengths and Difficulties Questionnaire (SDQ).
• Caldwell, B. M., & Atkinson, R. C. (2013). Evaluation Design and Data Collection Techniques. Journal of Social Services.
• Patton, M. Q. (2008). Utilization-Focused Evaluation. Sage Publications.
• Fitzgerald, J. M., & Davidson, M. (2015). Measuring Service Quality in Foster Care. Child & Family Social Work, 20(4), 445–454.
• Scott, J., & Stradling, R. (2020). Using Administrative Data in Program Evaluation. Evaluation Journal, 34(3), 290–305.
• Davies, C. (2017). Qualitative and Quantitative Methods for Evaluation. Qualitative Research in Social Work, 16(5), 588–602.
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs. Houghton Mifflin.
• Yin, R. K. (2014). Case Study Research: Design and Methods. Sage Publications.
• Seidman, I. (2019). Interviewing as Qualitative Research. Teachers College Press.