The Application Of A Model, Paradigm And Needs Assessment Results On Program Modifications

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The Application of A Model, Paradigm and Needs Assessment Results on Program Modifications In an effort to ensure the program has a positive impact on the students’ mental health, the model, paradigm and needs assessment results must drive any program modifications and services. According to Erford (2014), a perception-based needs assessment allows counselors to address the needs of individuals in a community. A college community needs assessment, using secondary data sources, is an example of how assessment results can assist with the initial design of the program, while also serving as data indicators for program modification. For example, if the desired outcome is to increase Black/African American student usage of health and wellness center services, the intake and sign-in sheets can serve as a secondary source of student usage. Another example is using a pre-post wellness inventory to assess if students have an increase in their knowledge and usage of demonstrated and discussed wellness strategies. Also, retention rates and graduation rates can also serve as indicators of program impact. Additionally, Tyler’s psychosocial competence model and the Afrocentric paradigm can also impact program modifications. The example of the wellness inventory that assesses wellness strategy usage will indicate whether or not Tyler’s psychosocial competence model is an acceptable framework for the program. If so, then the model can impact how particular wellness strategies are being
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