Creating a Needs AssessmentThe planners and implementors of successful human services programs utilize many strategies…

 

Creating a Needs Assessment

The planners and implementors of successful human services programs utilize many strategies and techniques during the development phases of their projects. They conduct extensive research to identify the needs of their clients, the intricacies of the social problem, and the causal components of the social problem. They also formulate goals and objectives for the outcomes of their programs.

Conducting a needs assessment is an essential component of the planning and development phase for a human services program. A needs assessment does not need to be complex or financially burdensome, but should make use of available resources to determine the accurate needs of the program’s clients and how to address those needs. This can involve a variety of methods of gathering information, including conducting surveys of the clients and perusing secondary sources of information.

In this Assignment, you will formulate strategies of performing a thorough needs assessment for the program featured in the case study. You will also develop a set of goals and objectives to encompass the purpose of the program in the study.

Before you begin a needs assessment, ask yourself, “What information sources are available?” Then, identify the types of needs into which each information source could provide insight. Think about primary sources that would be helpful, including individuals, organizations, and groups that comprise your target population or clientele. Also consider any useful secondary sources of information that would inform your needs assessment, including research studies and the ideas of experts.

To prepare for this Assignment:

  • Review Chapter 5 in your course text, focusing on the various approaches to measuring need. Consider the different tools for gathering information and when each type is most appropriate.
  • Review Chapter 7 in your course text,focusing on the differences between outcome objectives and process objectives.
  • Select one of the case studies listed in the Learning Resources to use for this Assignment.
  • Review the case study you selected, and think about how you might determine the actual needs of the population featured in the case study and how you would state these as goals and objectives.
  • Think about the actual goals and objectives related to the strategies employed in the program featured in the case study.

The Assignment (1–2 pages):

  • Summarize the purpose of conducting a needs assessment for the population in the case study.
  • Identify several methods for performing a needs assessment of the population in the case study (homeless families).
  • Explain how you would find the normative, expressed, perceived, and relative needs of the population, and outline the data collection procedure(s) for each of the methods you identify.
  • Formulate a set of goals and objectives for the program in the case study based on the apparent needs of the population as outlined in the case study.
  • Finally, provide a brief explanation of the importance of having a cohesive mission statement and set of goals within an organization.

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Research topic: Bilingualism education in Hong Kongyou can consider questions as following: How do these…

Research topic: Bilingualism education in Hong Kong

you can consider questions as following: How do these countries manage nationalism and westernization in their policy (i.e. to that extent do they favor learning English?) Is there statistical information on what percentage of people are proficient in English in each country, and how do we explain internal disparities in each country?

3 concepts from book: codeswitching, language contact, codeswitching, language policy, EFL, multilingualism

References: textbook: English in the World: History, Diversity, Change. Edited by Philip Seargeant and Joan Swann. Routledge, 2012. (abbreviated as EW below)

Here are the guidelines for your research paper. After gathering the feedback from the class presentation and doing further research, each student will submit a written report of around 1000 words, excluding works cited (i.e., references). Your paper may deal with a section of the group project or a more focused thesis. It doesn’t have to reflect everything presented in the group research. You are free to narrow down your topic to what interests you most in the group research.

Length: If the papers are well focused and planned, you won’t be penalized for going over the 1000-word length suggested above. Grades will be based on how well you accomplish the research you set out to do, or substantiating and explaining your thesis effectively. In other words, we will consider if you have done justice to your chosen research topic. Grades won’t be based on word or page length. Therefore, you don’t have to feel anxious about writing a lot for the sake of filling up space. 

References: As mentioned earlier for the group projects, you will cite at least three published academic sources (i.e., journal articles, books, or chapters in a book) in addition to web-based sources. You must also cite at least three concepts/theories from the textbook to demonstrate the connection to the course. You can of course cite more than three academic sources, as your research might involve more reference reading. Three published sources is only the suggested minimum.

Format: Your papers will be double-spaced, and use Times Roman 12-point font. Include a cover page that includes the title of your paper, your name, and student identity number. You may adopt MLA or APA style convention for your citations and references. Whatever style manual you choose, please use them consistently throughout the paper.

Grades: The papers will be graded based on the following criteria: the depth of your research on a well-focused theme; clarity of ideas; meeting the above guidelines on references and format; and well planned and edited writing. Each student’s paper will earn an individual grade.

Deadline: You will submit your papers before 5pm on Tuesday, December, 11th. You will upload the papers it into the Assignment folder that is titled “Final Paper.” The paper will be visible only to the instructors. Please upload your paper in Word or PDF format. Do not copy and paste the paper into the message box, as your formatting will be lost.

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Ethical ConcernsIn the human services field, ethical concerns and dilemmas are very common. Human services…

 

Ethical Concerns

In the human services field, ethical concerns and dilemmas are very common. Human services professionals interact with a diverse clientele; therefore, they must be aware of a variety of issues including multicultural differences, consent and confidentiality procedures, appropriate relationship boundaries, and conflicts of interest. For each of these considerations and issues, there are related ethical considerations when working with every population. Ethical concerns and considerations are escalated when the target population (clients) for a program is considered at risk or vulnerable in any way. It is the responsibility of human services professionals to protect, inform, and otherwise respect their clients.

Because of the importance of addressing ethical concerns, the National Organization for Human Services (NOHS), the National Association of Social Workers (NASW), and other professional organizations have developed comprehensive codes of ethics. In this Discussion, you will explore ethical issues that may arise in the human services field, and you will consider how the NOHS code of ethics can help to guide the actions of human services professionals experiencing ethical dilemmas.

To prepare for this Discussion:  

  • Review  the selected readings in your course text, focusing on the types of information that might be gathered for measuring needs. Reflect on the potential ethical issues that could arise when gathering information from at-risk populations and how you can guard against unethical behavior or processes.
  • Review the article “Ethical Guidelines for Designing and Conducting Evaluations of Social Work Practice,” focusing on the difference between social science research activities and evaluations of social work practice. Think about the important role of human services professionals in designing ethical programs that not only assist clients but also protect them from unethical practices.
  • Review the article “Applying Ethical Standards to Research and Evaluations Involving Lesbian, Gay, Bisexual, and Transgender Populations.” Think about how the population you are working with influences what is considered to be ethical.
  • Review the article “Choosing a Truly External Evaluator,” focusing on the responsibility of the social service professional to ensure ethical behavior from all parties involved in a program.
  • Review the article “Toward a More Public Discussion of the Ethics of Federal Social Program Evaluation.” Consider the potential consequences of failing to outline specific ethical standards.
  • Review the information found on the NOHS website. Think about the importance of having such detailed standards and how you could use them in decision making.
  • Select an at-risk population that is of interest to you. Reflect on the types of ethical decisions you might face when working with members of this population.

With these thoughts in mind:

  • Do a brief description of the at-risk population you selected. Then explain at least two ethical concerns you should be aware of when working with this population. Finally, explain how you might address these concerns. Justify your response using the NOHS code of ethics.

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Weeks 4 and 7: NCFR Substance Areas Literature Review ProjectDUE IN 2 PARTS: WEEK 4…

 

Weeks 4 and 7: NCFR Substance Areas Literature Review Project

DUE IN 2 PARTS: WEEK 4 AND WEEK 7

(Addresses Course Objectives 1, 3, and 5) 

Below are the 5 “Substance Areas” of the National Council on Family Relations (NCFR), a professional organization whose mission it is to “To provide an educational forum for family researchers, educators, and practitioners to share in the development and dissemination of knowledge about families and family relationships, establish professional standards, and work to promote family well-being” (http://www.ncfr.org/).

During the eight weeks of this senior seminar students will, with the guidance of their instructor, select and conduct a review of peer reviewed research literature related to the 5 substance areas (Note: All articles must be retrieved from the APUS online library).  The phrase “peer reviewed” means that a publication contains articles reviewed and deemed academically sound and scientifically rigorous by the author’s peers in the field.  Sources such as blogs, personal websites, popular magazines, newspapers, or any of the Wikis that are out there are NOT acceptable.

Students will select, from the larger body of child and family development literature, two peer reviewed research journal articles per substance area and review, summarize, and critique them in one paper per area. The critiques should describe the research method and results, as well as implications for future research. Each article review should be between 1 and 1½ pages – double-spaced, equating to 2-3 pages per substance area.   The format for this assignment should be:

  1. Substance Area Name
    • Research article 1 (include the title of the article
    • Critique of 1-1.5 pages
    • Rsearch article 2 (include the title of the article)
    • Critique of 1-1.5 pages

Use this format for each of your Substance Areas.  The text for each review must start at the 1 inch margin on the left-hand side of your paper.

Substance Areas 1-5 reviews must be completed and compiled into a midterm literature review packet to be submitted by the end of the week.   

NCFR SUBSTANCE AREAS

  1. FAMILIES IN SOCIETY

e.g., Structures & Functions; Cultural Variations; Dating, Courtship, Marital Choice; Kinship; Cross-Cultural and Minority Families; Changing Gender Roles; Demographic Trends;

Historical Issues; Work-Family Relationships; Societal Relations

2. INTERNAL DYNAMICS OF FAMILIES

 e.g., Internal Social Processes; Communication; Conflict Management; Normal Family Stresses; Family Crises; Special Needs in Families.

3. HUMAN GROWTH & DEVELOPMENT OVER THE LIFESPAN

e.g., Prenatal; Infancy; Early and Middle Childhood; Adolescence; Adulthood; Aging.

4. HUMAN SEXUALITY

  e.g., Reproductive Physiology; Biological Determinants; Aspects of Sexual Involvement; Sexual Behaviors; Sexual Values and Decision-Making; Family Planning;

Sexual Response; Sexual Dysfunction; Influence on Relationships

5. INTERPERSONAL RELATIONSHIPS

 e.g., Self and Others; Communication Skills; Intimacy, Love, Romance; Relating to Others.

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1. Why did you choose to become a teacher? What excellence in teaching have you…

1. Why did you choose to become a teacher?  What excellence in teaching have you observed as a student or during observations? 

2. How have the “acceptable” and “unacceptable” practices in teaching changed in the last 25 years for the profession?

3. How do you see social media fitting into the acceptable and unacceptable practices framework for teaching?

4. Why do you think one in five beginning teachers leave the profession within the first three years? What solutions do you have for this problem?

5. What will be your reasons for considering teaching in a high poverty area?  What would motivate you to teach in this area?  What inhibitions would you have about this?

6. What factors do you think have helped cause the shortage of teachers in Math, Science, English Language Learners and Students with Disabilities? What are your solutions to these problems?

8. Technology is hotter than ever in public schools as it becomes more affordable and easy to access. What will be your greatest challenge in teaching with technology in five to ten years? How can you harness your students’ mobile technology for good, rather than fighting the losing battle of keeping it away from them?

9. Collaboration with colleagues is a large indicator of success as a new teacher. How do you plan on collaborating with your team teachers? How will you handle the conflict that will inevitably arise in differing opinions over teaching philosophies and/or curricular decisions?

10. High quality teachers are experienced, prepared and licensed.  Looking over your program plan for completion, how do you feel about your preparation to enter as a high quality teacher and what advice do you have for teacher preparation institutions?

11. What cultural capital do you take to your classroom?  Does everyone bring cultural capital into the instructional situation?  How will you bring this out from the resistant students?

12. What are your thoughts on “zero tolerance” discipline policies in schools and how effective have they been over time?

13. Why is the achievement gap between black and Hispanic students and white students not closing? What can be done to resolve this issue?

14. In your opinion, will encouraging children to move and play more decrease the national epidemic of childhood obesity? If not, what do you think needs to be done to reduce childhood obesity?

15. What is meant by, “learning to teach and how to apply this knowledge in the classroom is truly a developmental process?”

16. How did John Dewey’s progressive ideas revolutionize the teaching field in the twentieth century? In what ways do we see progressivism in classrooms today? What does it look like in practice?

17. Do you think this era of high-stakes testing has shifted our nation’s philosophy of education into an essentialist philosophy? Why or why not?

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University of Phoenix Material Signature Assignment: Training Program Plan*The Training Program Plan project provides you with…

   

University of Phoenix Material 

Signature Assignment: Training Program Plan*

The Training Program Plan project provides you with the opportunity to demonstrate the knowledge and skills necessary to develop a training program that leads to a positive impact on adult learning. You will design and create a training program plan that includes the following components:

· Needs or gap analysis

· Training program description

· Budget 

· Stakeholders and goals

· Training promotional materials

· Program evaluation

Part I – Needs or Gap Analysis

Analyze your identified educational need in your workplace organization by completing a needs or gap analysis. Use a survey or questionnaire, or conduct a focus group to determine needs or gaps.

Write a 350- to 700-word analysis of the educational needs at the organization. Include evidence from your survey, questionnaire, or focus group to support your analysis, and explain how a training program will support a positive impact on adult learning.

Part II – Training Program Description

Based on the needs/gap analysis, describe the training program that you will be designing for your workplace organization: 

· Define the scope of the training program. 

· Describe the intended audience.

· Define the program goals.

· Define the program objectives.

Write a 350-word introduction to the training program explaining how it will produce a positive impact on adult learning.

Format the paper consistent with APA guidelines. 

Part III – Budget

Create a budget for the training program you are designing for your workplace organization based on the scope, audience, goals, and objectives described in Part II. 

Include cost estimates for all the following categories in your budget.

  • Personnel
  • External      staff (e.g., consultants)
  • Materials      or Equipment
  • Technical      support
  • Travel
  • Facilities

Part IV – Stakeholders and Goals 

Using the program goals you identified in Part II, create a list of stakeholders aligned to each goal. 

Explain the role of each stakeholder in the training program and how you intend to gain their support to produce a positive impact on adult learning for the training program.

Part V – Training Promotional Materials 

Create promotional materials for the training program you are developing for your workplace organization. Include the following in your promotional materials:

  • A      marketing message that includes a logo, slogan, and fact sheet
  • Benefits      of the training program, including instructional practices to produce a      positive impact on adult learning
  • An      explanation of how you will communicate and distribute the promotional      materials in your organization

Part VI – Program Evaluation 

Create an evaluation for your training program. Include qualitative and quantitative items in your evaluation. Consider using a survey, questionnaire, etc.

Part VII – Implementation 

Design a 10- to 15-minute activity based on a training program goal and aligned objective(s). Access the Technology Resources Library to select a presentation tool. 

Present the activity in a medium of your choice to the class.

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Week 4 Assignment Designing a Logic ModelA logic model is a tool used…

 

Week 4 Assignment

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Designing a Logic Model

A logic model is a tool used to identify the processes and components that lead to proposed program outcomes. It is a diagram—typically a one-page item—that  describes how the program should work in a theoretical sense and how its components will achieve the desired outcomes for the participants (Kettner, Moroney, & Martin, 2008). The logic model represents the elements of the program and lays out the expected sequence of steps, from program services to client outcomes. It is a learning tool that serves to increase the evaluator’s presence and voice in the planning, design, implementation, and analysis stages.  

A basic logic model consists of four components:

  1. Inputs (or resources): human capital, time, financial, facilities, equipment, etc.
  2. Activities: what the program does with the resources including tools, events, actions, etc.
  3. Outputs: the direct products of program activities, including types, levels, or targets of service
  4. Outcomes: the specific changes in program participants’ behavior, knowledge, skills, and/or level of functioning. Outcomes can include any or all of the following:
    • Short term (3 years or less)
    • Medium term (4–6 years)
    • Long term (7–10 years)

For this Assignment, you will review the case study you selected and construct a logic model for the processes and components of the program in the case study. You will be including a logic model in your Final Project for the homeless population and human services available in your community. You should include any feedback you receive on this Assignment to refine this section in your Final Project.

To prepare for this Assignment:

  • Review Chapter 8 in your course text, focusing on how the elements of a program design are based on the use of the logic model and the purpose of each. Reflect on the importance of each stage of the model for effective program evaluation.
  • Review the article “The Logic Model: A Tool for Incorporating Theory in Development and Evaluation of Programs,” focusing on how this model  can provide a framework for program evaluation. Think about how using such a model can simplify and focus the evaluation process.
  • Review the case study you selected and think about how the logic model can be applied to that case study.

The Assignment (1-2 pages):

  • Based on the case study you selected, complete a logic model using the guidelines in your course text.
  • Explain any insights you had or conclusions you drew related to your Final Project as a result of completing the logic model for the case study.

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Discussion: Disadvantaged and Vulnerable Populations (Elderly People)Throughout history, groups of people have received mistreatment that…

Discussion: Disadvantaged and Vulnerable Populations (Elderly People)
Throughout history, groups of people have received mistreatment that has little to do with who they are as people and more to do with their age, gender, socioeconomic status, skin color, or physical disability. People who face such challenges are more at risk for developing mental health and other life problems. Such problems might include substance abuse, trouble with law enforcement, and homelessness. Human services professionals may be motivated to assist such groups in addressing the challenges they face; however, helping may be difficult because of mistrust, cultural stigmas, and institutional barriers. Whatever the difficulties, social change agents, leaders, and advocates in the human services professions must find ways to help disadvantaged and vulnerable groups face challenges.

To prepare:

Select a disadvantaged or vulnerable population (Elderly People), and reflect on the challenges people within this population might face in society. This population can be local, regional, or from another country.
Select a code of ethics that might be applicable to the Elderly Population, and identify specific guidelines that might guide your work with this population.
With these thoughts in mind:

By Day 4
Post a brief description of the disadvantaged or vulnerable population you selected (Elderly People). Then, explain three of the greatest challenges this population faces, as well as the influence that addressing each of the challenges might make in the lives’ of members of this population. Finally, identify a professional code of ethics and explain two guidelines from within that code that might pertain to working with this population. Be specific, and provide examples to illustrate your points.

Be sure to support your postings and responses with specific references to the Learning Resources.

References

Homan, M. S. (2016). Promoting community change: Making it happen in the real world (6th ed.). Boston, MA: Cengage.
Chapter 5, “Knowing your Community” (pp. 113–151)

Wronka, J. (2017). Human rights and social justice: Social action and service for the helping and health professions (2nd ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, "At-Risk and Clinical Social Action and Service Strategies Toward the Creation of a Human Rights Culture" (pp. 187–239)

Kyounghae, K., Choi, J. S., Eunsuk, C., Nieman, C. L., Jin Hui, J., Lin, F. R., & … Hae-Ra, H. (2016). Effects of community-based health worker interventions to improve chronic disease management and care among vulnerable populations: A systematic review. American Journal of Public Health, 106(4), e3–e28. doi:10.2105/AJPH.2015.302987.

Johnson, K., & Bonner, M. (2013). Utilizing the six generic human service competencies and ecological systems theory as a basis to understanding barriers faced by marginalized clients. Journal of Human Services, 33(1), 47.

https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals

Laureate Education (Producer). (2009e). Social change application—Disadvantaged populations [Video file]. Baltimore, MD: Author. (Please see transcript attached)

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Assuring Proper Measurement of Need Through IdentificationImagine that you have been tasked with creating a…

 

Assuring Proper Measurement of Need Through Identification

Imagine that you have been tasked with creating a program to address malnutrition in preschool-age children in your small town. You helped to design a similar program in the large city where you previously worked, and in order to save time and resources, you use the design of that program to plan for this new small town. Are there inherent problems with such an approach? Is it possible to have a one-size-fits-all approach to addressing needs?

It is important that as a program planner and evaluator you determine the unique needs of each client by gathering information, conducting surveys, and collecting data. You should also determine the nature of the needs (i.e., whether the needs are normative, expressed, perceived, or relative) so that you can formulate appropriate conclusions. Because needs assessment is an inexact science, it is important to create as thorough a picture of the situation as possible to accurately determine the needs of your target population. This approach ensures that you address the causes rather than the symptoms of problems and allows you to target the clients’ most pressing or urgent needs.

To prepare for this Assignment:

  • Review Chapter 3 in your course text, focusing on the framework for program analysis. Reflect on how using the steps listed will assist with identifying the real need when exploring a social problem.
  • Review Chapter 4 in your course text and think about which of the four different perspectives would be most appropriate for dealing with a homeless population.
  • Review the two newspapers about homelessness, Street Sense and Homeless Voice. You can also search for street newspapers from your own city or a city you select. Think about how the needs expressed by the homeless population in the street newspapers may differ from their actual needs and the needs you may have expected.
  • Pay particular attention to the types of needs you can identify from the information covered in the newspapers about homelessness you selected. Think about what additional information is necessary to identify the real needs of the homeless population in your community.
  • Think about the needs of the homeless population in your community. Consider the importance of accurately understanding the needs of this population when developing programs to offer assistance.

The Assignment (1–2 pages):

  • Explain how perceived needs of the homeless in your community may be different from their actual needs.
  • Explain the importance of understanding the accurate needs of populations during the development of a program hypothesis and plan.
  • Explain possible methods for gathering the accurate needs information for the homeless population in your community.

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Week 4 – Discussion66 unread replies.66 replies.Your initial discussion thread is due on Day 3…

Week 4 – Discussion

66 unread replies.66 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 Share Your Peer Reviewed Study

Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of the study you reviewed with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the peer review process of the study.

There are two parts to this discussion.

Part 1: Share the process and results of the action research study you peer reviewed in EDU 694. At a minimum:

  • Describe the purpose of the study by writing a statement that completes the following sentence, “The purpose of this study was to…” (two to three sentences).
  • Post the research question(s) – Include definitions of key technical terms, if necessary (one to three sentences).
  • Outcomes/Results or the “so what?” of the study – Answers to the research questions. (three to four sentences)
  • Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
  • Explain why this study is important for teachers and other educational practitioners to read about. (two to three sentences)

Part 2:

  • Attach a link to your ePortfolio.
  • In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.

Guided Response: Respond to at least two peers. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.

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