This assignment requires a seperate response to each peer’s posting
This assignment requires a seperate response to each peer’s posting,which should include two references for each peer posting. This assignment is due by Sunday 4/23/17 at 7pm eastern time zone.
1st Peer Posting
The Program Evaluation model chosen for this assignment is the responsive evaluation which is a client centered method that places the focus on the program activities instead of the program goals( Chyung, Wisniewski, Inderbitzen, & Campbell, 2013).This model is often used within social agencies or advocacy groups to evaluate the actual activities and their effectiveness through working closely with the stakeholders, including staff, clients, and others who provide support for these programs. To provide the best services, it is important to identify what is working and what areas need improvement in an ongoing process in order to meet the ever changing needs.
This will be an effective method to evaluate a faith based residential treatment program designed to help women in need to recover from harmful life cycle patterns. Within this program participants are presented with opportunities to learn life skills, parenting, job, and educational skills. The program has developed a goal for participants to become independent with a stable living environment where they are able to live free from abuse and substances.
The purpose of this evaluation is to identify areas that are creating the desired effects of success and to identify areas which need improvement. Additionally it is important to identify areas which are not working and decisions need to be made about changing or eliminating these activities. The stakeholders, or community members who have invested in the program through time, efforts, and financially are responsible for determining what areas get funding and support
References
Chyung, S. Y., Wisniewski, A., Inderbitzen, B., & Campbell, D. (2013). An improvement- and accountability-oriented program evaluation: An evaluation of the Adventure Scouts Program. Performance Improvement Quarterly, 26(3), 87–115.
2nd Peer Posting
Top of Form
Program Evaluation Model
The type of evaluation that will be used for the treatment program “Childhood Anxiety Center” will be a consumer oriented evaluation (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013). This type of evaluation will relate how the program is run and the effects of the program to the needs of the population it is serving (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013). It will help with improvement and accountability within the program to evaluate the changes with the children being served.
Evaluand
The evaluand is the Childhood Anxiety Center. The children involved in the program are those who who are between the ages of 3 and 12 who have been diagnosed with specific anxiety disorders. These include generalized, social, and separation anxiety disorders. It will also welcome children with specific phobias, obsessive-compulsive disorder, and posttraumatic stress disorder. The program will offer cognitive-behavioral therapy, cognitive-behavioral play therapy, play therapy, and filial therapy.
Overall Purpose and Type of Evaluation
The type of evaluation that will be used is the consumer oriented a valuation. The overall purpose of the evaluation will be to determine if the program is meeting the needs of the children being served, as well as any changes that need to be made to improve services and outcomes. These evaluations would fall under Chyung, Wisniewski, Inderbitzen, & Campbell’s (2013) worth-focused category. T this means that the quality of the program would be assessed with the consideration of the needs that are being met of those being served (Chyung, Wisniewski, Inderbitzen, & Campbell, 2013).
Stakeholders
The upstream stakeholders in this program would be the individuals working with the clients, including therapists, volunteers, and interns. It would also include the financial donors and director/manager of the program. The downstream stakeholders are the children who are participating in the program as well as those who are indirectly affected, such as parents, teachers, childcare providers, or other individuals who have a relationship with the children.
Reference
Chyung, S. Y., Wisniewski, A., Inderbitzen, B., & Campbell, D. (2013). An improvement- and accountability-oriented program evaluation: An evaluation of the Adventure Scouts Program. Performance Improvement Quarterly, 26(3), 87–115.
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