Category: Social Science

PROCESS EVALUATION PURPOSE AND TIMING
The steps for process evaluation are very similar to those for other types of evaluation; in fact, the purpose and timing of a process evaluation are the elements that most distinguish it. A process evaluation is conducted during the implementation phase of the program to evaluate whether it is being implemented as intended and how delivery can be improved. A process evaluation can also be useful in supporting an outcome evaluation by helping to determine the reason behind program outcomes.
In this Discussion, you review a process evaluation research study and look closely at its timing within the implementation phase, considering whether a different timing would have led to different information.
Required Readings
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.Chapter 8, “Improving How Programs and Practice Work”Read “Implement the Intervention as Proposed” (pp. 175–179).
Centers for Disease Control and Prevention. (n.d.). Types of evaluationLinks to an external site.. https://www.cdc.gov/std/program/pupestd/types%20of…
TSNE. (2018, June 14). Process evaluation vs. outcome evaluationLinks to an external site.. https://www.tsne.org/blog/process-evaluation-vs-ou…
Process Evaluation Studies
Lachman, J. M., Kelly, J., Cluver, L., Ward, C. L., Hutchings, J., & Gardner, F. (2018). Process evaluation of a parenting program for low-income families in South AfricaLinks to an external site.. Research on Social Work Practice, 28(2), 188–202. https://doi.org/10.1177/1049731516645665Vil, C. S., & Angel, A. (2018). A study of a cross-age peer mentoring program on educationally disconnected young adultsLinks to an external site.. Social Work, 63(4), 327–336. https://doi.org/10.1093/sw/swy033
TO PREPARE
Review the text chapter and informational websites about process evaluation in the Learning Resources.
Review the research articles focusing on process evaluation in the Learning Resources. Select one that produced valuable information and that you would like to analyze for this Discussion.
BY DAY 3
Identify the process evaluation article that you chose and explain why you selected this example.
Describe the purpose of the evaluation, the informants, the questions asked, and the results of the evaluation.
Identify the stage of program implementation in which the evaluation was conducted.
Consider why the researchers chose to evaluate at that stage of program implementation. What kind of information would they have received if they had conducted the evaluation earlier or later?
If you were to replicate the study, would you adjust it in any way for more optimal results?
BY DAY 6
Respond to at least two colleagues who chose a different process evaluation than you did. Respectfully agree or disagree with their analysis of the timing of the process evaluation and their proposal for adjustments.
Response 1 to SJR
The process evaluation article chosen by this researcher is A Study of a Cross-age Peer Mentoring Program on Educationally Disconnected Young Adults by C. S. Vil and A. Angel (2018). This process evaluation was chosen due to this researcher’s interest in the subject of reaching disconnected teenagers or young adults. The purpose of the evaluation is to determine the effectiveness of a program involving cross-age peer monitoring (CAPM) that focuses on high school age students (the mentors) working with students in the 7th grade or below (the mentees). Vil and Angel (2018) note that the focus is not so much on academic deficiencies but more on improving youth development in general. The CAPM program emphasizes the development of both ages of youth groups simultaneously (Vil & Angel, 2018). The informants in this case are the eleven mentors in the program. The questioned asked sought to identify how the program benefitted the mentors and affected, among other things, their worldview (Vil & Angel, 2018). The questions were associated with what the mentors felt they got out of the program, which they identified as being able to give back to the community (Vil & Angel, 2018). Additionally, the program made them feel as if they had something to do that was productive and instilled in the mentors a strong sense of community (Vil & Angel, 2018). The evaluation was done at the end of the program to best determine what kind of effect the program had on the mentor participants. If the study had been conducted earlier, the impact on the mentors might not have been as profound. The only change this researcher would make in the study would be to utilize larger size samples of participants.Resource:Vil, C. S., & Angel, A. (2018). A study of a cross-age peer mentoring program on educationally disconnected young adultsLinks to an external site.Links to an external site.. Social Work, 63(4), 327–336. https://doi.org/10.1093/sw/swy033
Response 2 to CMF
Process Evaluation ArticleThe article chosen for analysis for this week’s discussion that I chose is the Process Evaluation of a Parenting Program for Low-Income Families in South Africa (Lachman et al., 2018). This article was chosen due to the subject of the study and the relevance to this writer’s career choice in social work practice.Purpose and Details of EvaluationThe evaluation of parenting programs in the low-income community of Cape Town, South Africa was performed to determine if the presence of an evidence-based program developed in a high-income country would be utilized and successful with children in low-income countries to meet the intended goal of reducing child maltreatment (Lachman et al., 2018). The informants were 68 parents in Khayelitsha. Questions asked in the evaluation were “What is the level of participant involvement, implementation, and acceptability of an evidence-informed, group-based parenting program delivered by community facilitators to low-income parents with children aged 3-8 years?, What are the barriers and enablers to program implementation and participant involvement in a low-resource context as perceived by community facilitators and low-income parents?, and how Do South African facilitators and parents perceive the acceptability of a parenting program derived from evidence-based principles and approaches?” (Lachman et al., 2018). The evaluation results concluded that a program developed within a high-income country could be implemented, utilized, and successful in low-income countries (Lachman et al., 2018). Stage of Program EvaluationThe program evaluation occurred during the study, at the formative stage, to determine the program’s feasibility and then at the conclusion with a self-reported satisfaction survey by the participants (Lachman et al., 2018). The researchers evaluated the program at this stage to determine if the program plans were being implemented as intended, if there were any barriers, and if the program was effective (Centers for Disease Control, n.d.). If the researchers had chosen to evaluate the program later, there might be more data on the longevity of the effects of the program implementation on families that participated. Suggested AdjustmentsTo further enhance the successful results of the program, it would be beneficial to contact parents who missed sessions to strengthen the parental support network and engagement in the program. The parents who missed a weekly session were likelier to refrain from engaging in the assigned activities for the in-home practices (Lachman et al., 2018). Ensuring that participants could make up missed sessions that same week could increase participant engagement resulting in a successful programming experience, positively affecting the community. Another area that could be revisited would be supplying all participants with cell phones during the program to create equitable practice within the study to allow all participants to receive weekly text messages to support the required in-home activities of the program (Lachman et al., 2018). References:Centers for Disease Control and Prevention. (n.d.). Types of evaluation. https://www.cdc.gov/std/program/pupestd/types%20of%20evaluation.pdfLinks to an external site.Lachman, J. M., Kelly, J., Cluver, L., Ward, C. L., Hutchings, J., & Gardner, F. (2018). Process evaluation of a parenting program for low-income families in South Africa. Research on Social Work Practice, 28(2), 188–202. https://doi.org/10.1177/1049731516645665Links to an external site.

please respond to. Angela. with 150. words
Anxiety disorders are the most prevalent of all psychiatric disorders.
Explain the neural bases of anxiety disorders — include the following in your response:
Discuss the neurotransmitters involved in this disorder.
Discuss the psychopharmaceuticals used to alleviate symptoms of anxiety disorders.
Discuss the brain structures involved in this disorder.
Anxiety disorders are associated with specific neurological mechanisms and involve several neurotransmitters, brain structures, and psychopharmaceuticals.
One of the key neurotransmitters involved in anxiety disorders is gamma-aminobutyric acid (GABA), which inhibits the activity of neurons in the brain and helps to reduce anxiety. Other neurotransmitters that may play a role in anxiety disorders include serotonin, norepinephrine, and dopamine.
Psychopharmaceuticals used to alleviate symptoms of anxiety disorders include benzodiazepines, which enhance the activity of GABA, and selective serotonin reuptake inhibitors (SSRIs), which increase the levels of serotonin in the brain. Other medications that may be used to treat anxiety disorders include tricyclic antidepressants, monoamine oxidase inhibitors (MAOIs), and beta-blockers.
Several brain structures are involved in anxiety disorders. The amygdala, a pair of small, almond-shaped clusters of neurons near the base of the brain, is thought to be the starting point of anxiety reactions. The prefrontal cortex, which is responsible for interpreting the nature of the threat and orchestrating a behavioral response, also plays a role in anxiety. Other brain areas that may be involved in anxiety include the hippocampus, which is involved in memory and emotion, and the hypothalamus, which regulates the stress response.
Anxiety disorders are complex conditions involving multiple neurotransmitters, brain structures, and psychopharmaceuticals. Further research is needed to fully understand these disorders’ neural bases and develop more effective treatments.
Link:
What’s normal anxiety — and what’s an anxiety disorder? | Body Stuff with Dr. Jen Gunter https://youtu.be/xsEJ6GeAGb0?si=gjYO_qGrakSsBeYkLinks to an external site.
Links to an external site.
Calm Clinic. (n.d.). What is the Pathophysiology of Anxiety? Retrieved from https://www.calmclinic.com/other/pathophysiology-o…
Psychology Today. (n.d.). The Biology of Anxiety. Retrieved from https://www.psychologytoday.com/us/basics/anxiety/…

please respond to Dianne. with. 150. words
I normally take online classes but if I happen to be on campus when a shooting or an attempt robbery or any of that sort it would be pretty terrifying. I could say I’m going to this or that but honestly not sure what I would do if it happened to me. I know thinking about it If there were a shooting I would run as fast as I could and barricade myself away to where I am locked in a classroom or hide where I can’t be seen & stay quiet. If someone tried to rob me then I would give them all I have in hand, now if someone tried to sexually assault me I will fight, I will fight as hard as I can. I carry a pocket knife with me as well as a taser. When I used to go for runs by myself in the morning I would always run with the taser in my hand
I think we can keep safe with always checking our surroundings, always be aware what is going on. If a person hears a gun shot run, do not freeze, just run away as fast you can, if it’s close, find a place to hide as soon as possible

please respond to Jeannie with 150. words
When I’m out in public I always keep watch of my surroundings and the people near me. I do carry a small taser with me if I’m alone so if I need to defend myself I can. While at school I obviously can’t take my taser so I’m just extra cautious of my surroundings and let people know when I’m out and where and when ill be back so if something happens they know. My teachers would tell me that schools will tell you to stay in the classroom if there is a shooter but they would say if the shooter is on the other side of the school and we are on one side try to get out of the school and run as far as you feel safe. I always though that was a good thing to get students if they can safely get out of danger to let them so it decreases the likelihood of kids getting hurt. So I always told myself if I have a chance to get out safely in a emergency just to go because the teachers said there unlikely to chase after you even if they see you because there not going to go after one person but even so try to stay out of there sight when escaping.

please respond with. 150. words
Our world today has become more violent than ever. Violence on college campuses has increased to include burglary, motor vehicle theft, homicides, sex offenses and aggravated assault. A few years ago, our campus installed a campus wide alert system due to the many shootings that have occurred on college campuses nationwide. What can you do to keep yourself safe while on campus? What would you do if an active shooter incident occurred near you on your campus?

This is an informal note to the instructor on what you learned in this course, what you found most interesting, and/or what you thought was the most useful or pertinent content to your life and your understanding of the societies and groups you interact with every day. There are no “wrong answers” for this assignment – this is your personal reflection on what you learned. Two to three paragraphs is the length expected for this assignment, and it should be in prose that can be read and understood, but other than these expectations, this is a free-form assignment, with no set rubric. Just write as if you were speaking to the instructor after class one day.

Students will identify and examine 2 current or proposed policies that impact their topic. Students will use at least 5 professional references to summarize the evidence regarding their topic, thoroughly describe 2 current or proposed policies and then specifically describe the impact of the policies and how each policy correlates or does not correlate to the current evidence.
topic: bullying on social media

Each student will attend a group counseling session or a psychoeducational group session. AA or NA meetings or any type of 12 step meetings are not acceptable, as these meetings are peer-led. The student will complete a four to six-page report(not including cover page or references page) describing the group session, the session goals, relevant group dynamics, leadership activities demonstrated during the session, critical or challenging incidents, examples of the use of planned change processes (assessment, intervention, evaluation), the overall effectiveness of the group session, the apparent client satisfaction, and other significant observations and reactions to the session. A discussion Saint Leo University core values is to be included, as well as comments on lessons for your own practice with groups. Be certain to obtain all necessary permissions and to honor the group session expectations regarding confidentiality and appropriate participation. Students will also report on their experiences in class. Students must read and refer to one related scholarly journal article on group work when completing this assignment. Please carefully read the assignment rubric for each of the graded components. THIS CAN BE A MADE UP GROUP!!!

please. respond. with. 200. words
How many times a day do you wash your hands? Germs are spread through contact. Do you wash your hands every time you use the bathroom, sneeze, cough, cook, touch raw meat, handle money, after getting gas, change a baby’s diaper? Do you use regular soap and water or antibacterial soap? Why or why not?

COURSE PROJECT: PART 3 – POWERPOINT ASSIGNMENT INSTRUCTIONS
You must prepare a PowerPoint presentation consisting of 16 slides, excluding the title and
reference slides. The slides must display highlights from the Case
Study, similar to a formal budget presentation to an institution’s senior administration or
governing board. You have freedom to prepare your presentation in a layout and order you
determine is most effective. However, the following items must be included:
 Title slide
 Institutional Characteristics (name, sector, affiliation)
 Enrollment (undergrad/grad)
 Employees
 Revenues and Expenses
 Endowment
 Capital/Plant
 Reference slide(s)