Program Evaluation Plan Part 1: The Clinical Program

Mandy R. Grenier, COUN6965 Applied Research and Evaluation in Mental Health Counseling: 05/09/2020

Abstract

     The most common reason for conducting a program evaluation is to examine retrospectively whether a program is achieving what it expected to achieve. Program evaluations can have a significant impact on the program itself and includes a broad spectrum of stakeholders vested in the data collected (Best, 2020). The following body of literature provides an evaluation outline for the life skills therapy (LST) intervention program located in the metro Detroit area. LST and its parent organization are introduced including the mission, vision, population served, clinical interventions, short-term goals and long-term impacts. A research background is provided as a theoretical basis for LST interventions and design that illustrates efficacy for the selected model. Counselors describe Michael Patton’s (2008) utilization-focused evaluation model for an eclectic approach to the program evaluation and provide rational for its selection. Detailed plans for a needs assessment is included and ethical standards for conducting a program evaluation expressed. 

Program Evaluation Plan Part 2: The Research Design

Mandy R. Grenier, COUN6965 Applied Research and Evaluation in Mental Health Counseling: 06/07/2020

Abstract

     Program evaluations examine retrospectively whether a program is achieving what it expected to achieve, and results have a significant impact on the program itself, affecting a broad spectrum of stakeholders vested in the data collected (Best, 2020). This body of literature is a continuation of the development of a program evaluation plan for Community Education Center’s life skills therapy (LST) intervention program. Introduction of the LST intervention was provided in part one and identified the agency’s mission, vision, population served, clinical interventions, short-term goals, and long-term impacts. A literature review developed the research background and provided a theoretical base for LST interventions. The purposed needs assessment was outlined, and ethical standards for conducting clinical research discussed. Part two includes a review of the LST program and needs established through former work. An evaluation design introduces primary questions to be answered by the program evaluation using mixed methods for data collection and outlining the purposed sampling procedures. Selected measurements for quantitative and qualitative data collection are introduced followed by a discussion on the validity of chosen instruments for the specific population. A data collection plan outlines detailed steps for administering measurements that adhere to ethical standards and a data analysis plan states how evaluation questions will be answered through application of statistical techniques. The literature concludes with a discussion on reliability, validity, and credibility considerations.