Post-Group Evaluation Design

3. Compare the mean baseline and posttest depression scores of the experimental group. Was this an expected Finding? Provide a rationale for your answer. The Experimental group’s mean depression baseline score(mean-14.00) was 0.64 points higher than its posttest mean score ( mean-13.36) because on the average the experimental group subjects scored higher on the baseline than after the end of the empowerment program. This was

The group the facilitator will be observing is an anger management group that is held Monday, Wednesday, and Friday at Assurance of Hope Institute, Inc. The group consist of twelve men between the ages of twenty-five to forty-five. The group contains ten African American men and two Caucasian men. The group has been meeting three times a week for four months. The group is an open group that is available to all young adult men particularly those suffering from mental health illness. The clients whom attend the group have been either court mandated because of a violent encounter. The group discusses triggers that make one anger, ways to manage your anger, decrease overall intensity and frequency of angry feelings, increase ability to recognize and appropriately express feelings as they occur, identify situations, thoughts, feelings, that trigger anger, angry verbal and/ or behavioral actions and the targets of those actions. The facilitators of the group have explored family background and history to

The program evaluation model will be implemented in various stages. The stages include evaluation planning, data collection, analysis/interpretation, and reporting/dissemination. The setting is a college campus’s counseling unit of their wellness center. The assessment will also focus on students that only utilize one-on-one, face-to-face counseling services.

In this course, we had group critical appraisal paper. Initially, the appraisal explored the use of palliative care among minority groups, but only qualitative research appeared for this topic. Due to limit research articles, so we had group meeting and met with librarian to discuss searching strategy. A decision was made to change the intervention to acupuncture treatment with the comparator being standard opioid medication in the outcome of reducing pain in palliative care patients. This proved to be a more successful topic when searching for relevant research. Based on the highest level of available evidence, three articles were selected from PubMed.

A rigorous evaluation typically involves either an experimental design (like that used in randomized controlled trials) or a quasi-experimental design. In an experimental design, people are randomly assigned to either a treatment group, which participants in the program, or the control group, which does not. After the program is completed, the outcomes of these two (2) groups are compared. This type of research design helps ensure that any observed differences in outcomes between the two (2) groups are the result of the program and not other factors. Given that randomization is not always possible, a quasi-experimental design is sometimes used. In evaluations using this design, the program participants are compared to a group of people similar in many ways to the program participants. However, because a quasi-experimental design does not randomly assign participants to program and non-program groups, it is not as strong a design as the experimental approach. Because there may be unobserved differences between the two (2) groups of people who are being compared, this design does not allow program evaluators to conclude with the same certainty that the program itself was responsible for the impacts observed. Therefore, it would be conducive to try and conduct an experimental design if at all possible (Cooney, Huser, Small, & O’Connor,

Various researchers have focused on simply just evaluating the impact these programs have on its participants and if they have been implemented as planned by the relevant stakeholders. For example, the purpose of Esbesen and Osgood (1999) national evaluation of the GREAT program is to compare between students who participated in the intervention to those who did not take part in the 13 lessons offered by GREAT. Additionally, Reddy and Goldstein (2001) conduct a program evaluation on the program ART, but their sample is only made up by sixty adolescent males and cannot be generalizable to the United States

Could something that is widely believed to be helping students actually be hurting them instead? Standardized tests are these tests are becoming an increasingly popular way of testing students and teachers in the United States. Though it does have its perks like every students being treated the same, and the ability to compare data, standardized tests put too much pressure on students and teachers, are unfair, take valuable time away from learning, and are a terrible way of evaluating and measuring students’ abilities. For these reasons, America should get rid of these pointless and ineffective tests.

Overall, the performance was okay, however, there were many flaws. My own performance was not at all perfect because I definitely could have done a lot better. I should have taken more action to actually lead the group more, but instead I was a little shy because of the fact that I was the youngest. For example, I should have pushed the group to rehearse more, so we would have been better at our lines. However, I was not the strongest leader and did not do so. In my performance I should have been louder and projected my voice more and I should have done more acting instead of standing. I could have also spoke a little deeper to sound like a boy, but I did not think about that and worried more about my lines than I did the quality of what I was saying.

Nevertheless, the evaluators often discover that these thoughts may need explicitly, therefore, the ideas are tried, and the evaluation to test the robustness of the theory behind the program. By utilizing and seeking to estimate statistical relationships between the characteristics of the participants, the service received, and the immediate and long-term outcome achieved from such prevention and educating the staff and student body of the services being offered. Furthermore, ensure the victims that the program is there to help under such

This program evaluation examines the effectiveness of maintaining the emotional, intellectual, and social functioning of individuals with Alzheimer’s disease and the assistance in which caregivers receive through support groups as provided by Respite and Research for Alzheimer’s disease agency located in San Jose, California, serving the elderly in the adult day program. Respite and Research for Alzheimer’s Disease is a nonprofit corporation that was established in 1984. The Alzheimer’s Activity Center was established in San Jose’s Willow Glen area in 1986 ("Respite and Research for

Working in a group was a great way to get to know my classmates. Despite our differences, we worked together and completed the assignment. I like working in a group, but sometimes I would rather do the assignment on my own. Group work has its good and bad effects.

Participant-oriented evaluation is, in my opinion an exceptional methodology used to evaluate a program, organization, or policy. Through the incorporation of participants the evaluator is able to collect, analyze, and generate in-depth findings. It is imperative to note that participant-oriented evaluation approaches share a common similarity, as they all incorporate the use of stakeholders (Fitzpatrick, Sanders & Worthen, 2011). However, each approach intends to use the stakeholders to acquire diverse results. Participant-oriented evaluations encompass the following approaches: responsive evaluation, naturalistic evaluation, practical participatory evaluation, developmental evaluation, empowerment evaluation and democratic evaluation.

Role-playing, simulations and program activities allow the group leader/ staff the opportunity to provide the group members with situations that require them to engage in a process where the leader/ staff can make observations and assess the member’s behaviors. For example, role-playing allows the group leaders and other members the opportunity to watch the group members work through various scenarios, taking note of the ways they respond to the given scenario as well as the ways in which they interact with the other members. This also allows the staff/ leader and providing them with feedback and the opportunity to process with the group. Simulations and program activities also allow all members to participate in the given activity as well as the chance to work through the simulation. In doing so, the members are given an opportunity to explore the new skills, which in turn provides the group leader the opportunity to assess nonverbal behavior as well as their interactions with others and their

Third, research shows that testing brought positive effect to student learning. It is human nature to stay complacent with the status-quo. Except for a few driven ones, most students would choose to procrastinate studying if no tests are administered. Testing, therefore, can serve as a positive “pressure” that help students to push their limits on a regular

Utilizing many years of data and following a student over the course of a longer period is a good way of determining the effectiveness of a program. As stated by Cho et al., (2012), “Across all 10 cohorts of students who enrolled in ENGL052, students where followed through the end of fall 2011, for at least one full academic year after their ENGL052 semester” (p.3). As stated by U.S. DOE, (2003), “The study should preferably obtain data on long-term outcomes of the intervention so that you can judge whether the intervention’s effect were sustained over time”