Fluent Essays

A logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other. At the program level, social workers consider the range of problems and needs that members of a particular population present. Furthermore, at the program level, the logic model establishes the connection between the resources needed for the program, the planned interventions, the anticipated outcomes, and ways of measuring success. The logic model provides a clear picture of the program for all stakeholders involved. To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Conduct research to locate information on an evidence-based program for caregivers like Helen Petrakis that will help you understand her needs as someone who is a caregiver for multiple generations of her family. You can use the NREPP registry. Use this information to generate two logic models for a support group that might help Helen manage her stress and anxiety. First, consider the practice level. Focus on Helen’s needs and interventions that would address those needs and lead to improved outcomes. Then consider the support group on a new program level. Think about the resources that would be required to implement such a program (inputs) and about how you can measure the outcomes. Submit the following: A completed practice-level logic model outline (table) from the Week 7 Assignment handout A completed program logic model outline (table) in the Week 7 Assignment Handout 2–3 paragraphs that elaborate on your practice-level logic model outline. Describe the activities that would take place in the support group sessions that would address needs and lead to improved outcomes 2–3 paragraphs that elaborate on your program-level logic model and address the following: Decisions that would need to be made about characteristics of group membership Group activities Short- and long-term outcomes Ways to measure the outcomes PLS NOTE: USE APA 7 FORMAT AND HIGHLIGHT SUBHEADINGSFigure 31.1 Logic Model Logic Models Karen A. Randolph A logic model is a diagram of the relationship between a need that a p rogram is designed to addret>s and the actions to be taken to address the need and achieve program outcomes. It provides a concise, one-page pic- ture of p rogram operations from beginning to end. The diagram is made up of a series of boxes that represent each of the programs com ponents, inpu ts or resources, activities, outputs, and outcomes. The diagram shows how these components are connected or linked to one another for the purpose of achieving program goals. Figure 31.1 provides an example of the frame work for a basic logic model. Th e program connections illustrate the logic of how program operations will result in client change (McLaughlin & Jordan, 1999). The connections show the causal relati on- ships between each of the program components and thus are referred to as a series ofif- then sequence of changes leading to th e intended outco mes for the target client group (Chinman, hum, & Wandersman, 2004). The if-then statements represent a programs theory of change underlying an intervention. As such, logic models provide a framework that g uides the evaluation process by laying out important relationships that need to b e tested to demonstrate program results (Watso n, 2000). Logic models come from the field of program evaluation. The idea emerged in response to the recognition among program evaluators regardin g the need to systema tize the p r ogram evaluation process (McLaughlin & Jordan, 20 04). Since then , logic models have become increasingly popular among program managers for program planning and to monitor program performance. With a growing emphasis on accountability and out- come measurement, logic models make explicit the entire change process, Lhe assu mp- tions t hat underlie this process, and the pathways to reach ing outcomes. Researchers have begun to use logic models for intervention research planning (e.g., Brown, Hawkins, Arthur, Brin ey, & Abbott, 2007). The followin g sections provide a description of the components of a basic logic model and how these compon ents are linked together, its relationship to a p rograms theory of [ : Inputs 1--_.,•1 Ac~vities ,II----.~•{ .Outputs ·11---~·1 Outcomes I AUTHORS NOTE: The author wishes to acknowledge Dr. Tony Tripodi for his though lful comments on a drafl of this chapter. 547 548 PART V • CONCEPTUAL RESEARCH change, and its uses and benefits. The steps for creating a logic model as well as the chal- lenges of the logic modeling process will be presented. The chapter concludes with an example of how a logic model was u~cd to enhance program outcomes for a family liter- acy program. Components of a Logic Model Typically, a logic model has four components: inputs or resources, activities, outputs, and outcomes. Outcomes can be further classified into short-term outcomes, intermediate outc2 Assignment: Outlining a Logic Model Name Institutional Affiliations Course Title Instructor’s Name Due Date Practice-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes Helen has elevated levels of stress, disquiet, and back pain. She is also faced with medication management issues, Hellen does not know the best way of addressing her sons substance addiction and how she can secure a reliable support system for her mother-in-law Hellen needs to know how she can manage her anxiety, address her son addiction issues Family support system Magda care Lack of work-life balance. Hellen works full time and she is tasked with performing most of the house chores as well as taking care of Magda who lives in a different apartment. Lack of work-life balance is the cause of Helens increased stress, anxiety, and back pain. Lack of family support and her sons addiction problems also contribute to Hellen’s health problems and the quality of care she offers to Magda. The cognitive restructuring will be used to identify and stop negative thoughts and feelings experienced by Hellen and replace them with desirable thoughts (Ciharova et al., 2021) Physical therapy will be used to ease Hellen’s back pain psychotherapy and counseling services to aid in reducing stress (Ciharova et al., 2021) The cognitive restructuring will help Reduce symptoms of stress and anxiety disorders (Ciharova et al., 2021) Physical therapy will lead to Pain management with reduced need for opioids (Ciharova et al., 2021) Fall prevention Enhance mobility and movement Psychotherapy will improve Helens relationship with her family and also enhance her mental health. Program-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes Helens anxiety elevates her stress levels Helen lacks emotional and financial support from the family Her sons Substance issues Magda care management Work-life balance issues. Helene needs to address stress and anxiety. She also needs family support to aid her in the care management of Magda Helens back pain issues also need to be addressed Her sons addiction issues are also top of her priorities The Petrakis family lacks a reliable caregiver for Magda. Lack of support systems Family financial position, considering that two of her children are not employed. Her sons addiction issues lead him to steal and become negligent. The Petrakis should hire a reliable caregiver for Magda Social services such as income support, mental health services to address Helens sons addiction, and nutrition for Magda Provide emotional support through Cognitive behavior therapy. A reliable caregiver will ease Helens burden Social support such as income support will increase the family income while mental health services will help Helen’s son over addiction CBT will help help relax and mExcerpts from Measuring Program Outcomes: A Practical Approach © 1996 United Way of America Introduction to Outcome Measurement If yours is like most human service agencies or youth- and family-serving organizations, you regularly monitor and report on how much money you receive, how many staff and volunteers you have, and what they do in your programs. You know how many individuals participate in your programs, how many hours you spend serving them, and how many brochures or classes or counseling sessions you produce. In other words, you document program inputs, activities, and outputs. Inputs include resources dedicated to or consumed by the program. Examples are money, staff and staff time, volunteers and volunteer time, facilities, equipment, and supplies. For instance, inputs for a parent education class include the hours of staff time spent designing and delivering the program. Inputs also include constraints on the program, such as laws, regulations, and requirements for receipt of funding. Activities are what the program does with the inputs to fulfill its mission. Activities include the strategies, techniques, and types of treatment that comprise the programs service methodology. For instance, sheltering and feeding homeless families are program activities, as are training and counseling homeless adults to help them prepare for and find jobs. Outputs are the direct products of program activities and usually are measured in terms of the volume of work accomplished--for example, the numbers of classes taught, counseling sessions conducted, educational materials distributed, and participants served. Outputs have little inherent value in themselves. They are important because they are intended to lead to a desired benefit for participants or target populations. If given enough resources, managers can control output levels. In a parent education class, for example, the number of classes held and the number of parents served are outputs. With enough staff and supplies, the program could double its output of classes and participants. If yours is like most human service organizations, you do not consistently track what happens to participants after they receive your services. You cannot report, for example, that 55 percent of your participants used more appropriate approaches to conflict management after your youth development program conducted sessions on that skill, or that your public awareness program was followed by a 20 percent increase in the number of low-income parents getting their children immunized. In other words, you do not have much information on your programs outcomes. Outcomes are benefits or changes for individuals or populations during or after participating in program activities. They are influenced by a programs outputs. Outcomes may relate to behavior, skills, knowledge, attitudes, values, condition, or other attributes. They are what participants know, think, or can do;Week7: Developing a Logic Model Outline Handout Complete the tables below to develop both a practice-level logic model and a program-level logic model to address the needs of Helen in the Petrakis case history. Practice-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes Program-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes © 2014 Laureate Education, Inc. Page 1 of 1Week7: Developing a Logic Model Outline Handout Complete the tables below to develop both a practice-level logic model and a program-level logic model to address the needs of Helen in the Petrakis case history. Practice-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes Program-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes © 2014 Laureate Education, Inc. Page 1 of 1SESSIONS Case Histories Editors Sara-Beth Plummer Sara Makris Sally Margaret Brocksen Published by Laureate International Universities Publishing, Inc. 650 S. Exeter Street Baltimore, MD 21202 www.laureate.net Director, Program Design: Lauren Mason Carris Content Development Manager: Jason Jones Content Development Specialist: Sandra Shon Production Services: Absolute Service, Inc. Editorial Services: Christina Myers Copyright © 2014 by Laureate Education, Inc. All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, any information storage and retrieval systems, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncom­ mercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Content Development Specialist,” at the address above. ISBN-13: 978-1-62458-012-3 (VitalSource edition) First Edition 14 15 16 17 18 / 10 9 8 7 6 5 4 3 2 1 Editors Sara-Beth Plummer, PhD, MSW Walden University Sara Makris, PhD Laureate Education, Inc. Sally Margaret Brocksen, PhD, MSW Walden University Contributors Marlene Coach, EdD, MSW, ACSW, LSW Walden University Eileen V. Frishman, MSW, ACSW, LCSW-R, CH Mary E. Larscheid, PhD, MSW, LICSW Walden University Vanessa Norris, MSW, LCSW West Chester University Sara-Beth Plummer, PhD, MSW Walden University Stephanie C. Sanger, MA, MSS, LSW Assistant Director, RHD, Tri-County Supportive Housing Eric Youn, PhD, LMSW Walden University iii Contents Introduction 1 Part 1: Foundation Year 2 The Hernandez Family 3 The Parker Family 6 The Logan Family 9 The Johnson Family 11 Part 2: Concentration Year 14 The Levy Family 15 The Bradley Family 17 The Petrakis Family 20 The Cortez Family 23 Appendix 26 Reflection Questions 27 The Hernandez Family 27 The Parker Family 28 The Logan Family 30 The Johnson Family 31 The Levy Family 32 The Bradley Family 33 The Petrakis Family 35 The Cortez Family 36 Trademarks and Disclaimers 38 iv Introduction The following eight cases are based on the true experiences of social workers in the field, although names and other identifying circumstances have been changed. The narratives in this book, combined with filmed repre­ sentations of scenes inspired by the cases, provide you an opportunity to use true-to-life cases as an experiential learning tool. Whereas some academic programs, professors, or instructors may offer an occasional glimpse into past social work experiences, this book and these cases weave through multiple courses in your foundation and concentration year. Like in true-to-life practice, you will follow these cases through a variety of circumstances, prac­ tice behaviors, and learning o