Models and Rationales-Peer Response Discussion

Models and Rationales-Peer Response Discussion 

Models and Rationales-Peer Response Discussion 

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:Models and Rationales-Peer Response Discussion 

Models and Rationales-Peer Response

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.

 

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

 

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

 

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

 

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

 

Discussion Questions (DQ)

 

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

 

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

 

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

 

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

 

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

 

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.