Respond to at least two colleagues from the perspective of an interested stakeholder for the program by doing the following:
\nProvide a brief description of the stakeholder role that you are taking.
\nProvide an evaluation of the group research design that they have chosen and the measurement criteria they have generated.
\nProvide support based on your evaluation.
\nAsk questions about the plan for research design and the purpose of the evaluation from your chosen stakeholder perspective.
\n1-Ashley-\u00a0
\nProvide a brief description of the foster parent training program (1??2 sentences).\u00a0
\nA foster parent training program consists of assisting foster families develop their skills to help navigate healthy relationships with the children they foster. This program offers support to parents by offering tools to ensure the foster parents are prepared for any behavioral issues, trauma issues, or emotional issues.\u00a0Emotionally supportive interventions may reduce the psychological distress of caregivers, but evidence of effective interventions is lacking (Gregory & Gellis, 2020).\u00a0
\nIdentify which group research design you will use (from those outlined in the Resources as appropriate for the Program Evaluation case study) and state why.\u00a0
\nI would utilize the quasi-experimental design, non- equivalent control group designs because it can provide information on the program\u2019s effectiveness, and it allows evaluation of the comparison between trained foster parents and untrained foster parents. \u00a0
\nIdentify the outcomes to be measured.\u00a0
\nThe outcome that would be measured is foster care stability. Tracking the parents ability to deal with challenges with the foster children. Lastly, tracking the difference in care between trained foster parents and untrained foster parents. These outcomes will provide information on wether the program is effective.\u00a0
\nDescribe specific measurements that you will use to assess those outcomes.\u00a0\u00a0
\nThe measurements that I would use to assess the outcomes would include surveys and questionnaires and direct interviews with the foster parents. The interview would help provide details on what support is needed.\u00a0 Interviews can sometimes be expensive however, they are useful in getting direct answers to questions related to the program.\u00a0
\nExplain which data collection method you will use and why?
\nThe data collection method used will be questionnaires and surveys along with direct interviews. The reason is because these types of collection methods offer because it can help provide information that is direct to the need or error of the program. An interviewer can use probing comments to obtain more information about a question or topic and can request clarification of an unclear response (Singleton & Straits, 2009Links to an external site.).\u00a0
\nAsk questions about the plan for research design and the purpose of the evaluation from your chosen stakeholder perspective.\u00a0
\nWhat challenges is the program looking to specifically change to change the foster displacement rates?\u00a0
\nWhat types of ongoing support is in place to assist foster families after training is provided?\u00a0
\nSpecify who will collect the data and how the data will be collected.\u00a0
\nThe data will be collected by independent evaluator staff.\u00a0 The data will be collected using surveys and questionnaires and direct interviews with foster parents. Questionnaires may be in paper form and mailed to participants, delivered in an electronic format via email or an Internet-based program such as SurveyMonkey, or a combination of both, giving the participant the option to choose which method is preferred (Ponto et al., 2010Links to an external site.).
\n2-ida-\u00a0
\nProvide a brief description of the foster parent training program.
\nThe new foster parent training program is a structured curriculum comprising six biweekly, 3-hour sessions, utilizing detailed manuals and training materials to enhance foster parents\u2019 skills and knowledge. Its primary goals are to reduce foster placement disruptions, improve the quality of services delivered, and increase child well-being by providing better-trained foster families (Case Study).
\nIdentify which group research design you will use (from those outlined in the Resources as appropriate for the Program Evaluation case study) and state why.
\nI will employ a Quasi-Experimental Nonequivalent group design with a Delayed Implementation Control Group. This design is appropriate because random assignment is not feasible due to organizational constraints, and it allows for comparison between groups starting the new training at different times (Dudley, 2020a). Specifically:
\nFeasibility: The regional centers have predetermined schedules for implementing the new program.
\nComparison Groups: Three centers will start the new training immediately, while four will continue with the existing program for 12 months, providing a natural comparison group.
\nControl Over Variables: While not as rigorous as true experimental designs, this quasi-experimental approach helps control for external variables by comparing similar groups (Dudley, 2020a).
\nIdentify the outcomes to be measured.
\nFoster Placement Disruptions: The frequency of unplanned placement changes or terminations.
\nQuality of Services Delivered: Foster parents\u2019 ability to provide care, measured through assessments of their skills and competencies.
\nChild Well-being: Physical, emotional, and social well-being of foster children under the care of trained foster parents.
\nThese outcomes align with the goals of the training program and are essential for evaluating its effectiveness (Case Study; Dudley, 2020a).
\nDescribe specific measurements that you will use to assess those outcomes.
\nFoster Placement Disruptions:
\nMeasurement Tool: Review of administrative records documenting the number of placement disruptions per foster family over a 12-month period.
\nRationale: Administrative data provides objective, reliable information on placement stability (Dudley, 2020b).<\/p>\n
Quality of Services Delivered:
\nMeasurement Tool: Standardized Foster Parent Skills Assessment questionnaires.
\nLikert-type Scales: Developed surveys measuring foster parents\u2019 self-reported confidence and competencies in key skill areas.
\nRationale: Using standardized instruments ensures validity and reliability, while Likert scales allow for nuanced responses (Dudley, 2020b; Gregory & Gellis, 2020).<\/p>\n
Child Well-being:
\nMeasurement Tool: Standardized Child Well-Being Scales assess\u00a0emotional adjustment, school performance, and social relationships.
\nThird-Party Evaluations: Reports from case workers or teachers familiar with the child\u2019s progress.
\nRationale: Multiple data sources enhance the assessment\u2019s comprehensiveness (Dudley, 2020b).<\/p>\n
Explain which data collection method you will use and why.
\nI will use a combination of surveys\/questionnaires and administrative data review:
\nSurveys\/Questionnaires:
\nWhy: They capture foster parents\u2019 perceptions and self-assessed competencies, which are essential for measuring the quality of services delivered (Dudley, 2020b).
\nMethod: Administered pre- and post-training to both intervention and comparison groups.
\nExample: Similar to the method used by Gregory and Gellis (2020) in evaluating caregiver interventions.<\/p>\n
Administrative Data Review:
\nWhy: Provides objective data on placement disruptions and child well-being indicators.
\nMethod: Collecting de-identified data from the organization\u2019s records.
\nRationale: Administrative data are cost-effective and minimize respondent burden (Dudley, 2020b).<\/p>\n
Specify who will collect the data and how the data will be collected.\u00a0
\nData Collectors:
\nResearcher (Joan): Oversees data collection, ensuring consistency and ethical compliance.
\nTrained Research Assistants: Assist in administering surveys and data entry.
\nAgency Staff: Provide access to administrative records and facilitate communication with foster parents.<\/p>\n
Data Collection Procedures:
\nSurveys:
\nDistribution: Conducted during training sessions or via secure online platforms.
\nTiming: At three intervals??before training (baseline), immediately after training (post-test), and 12 months later (follow-up).
\nInstructions: Clear guidelines are provided, emphasizing confidentiality and voluntary participation (Dudley, 2020a).<\/p>\n
Administrative Data:
\nAccess: Coordinated with the agency\u2019s data management team.
\nData Security: Ensuring all data are stored securely and accessed only by authorized personnel (Dudley, 2020a).<\/p>\n
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