How does a centralized service delivery model differ from a decentralized service delivery model?

How does a centralized service delivery model differ from a decentralized service delivery model?

social policing class week 6 . to get to this book go to Capella University | Online Degrees from an Accredited University go to login, go to students and alumni, use this login info username is [email protected] and password is 12Joshua! then to get to the books you click on the class social policing big bold in blue and the book will be on bottom left of the screen called vitalbook shelf source. use this book for the refrences.


How does a centralized service delivery model differ from a decentralized service delivery model? Examine three differences in your response, using specific examples. Identify how these differences would affect agency clients. In other words, how do these models each empower or disempower clients? Use this unit’s readings to inform your discussion.


Respond to another learner, providing at least two different ways of how each service delivery model, centralized versus decentralized, would empower or disempower the clients in the examples the other learner provided. Advocate for the system that would most benefit your chosen population. Make your post by Thursday of this week. Respond to at least one other learner by Sunday.

  • 2 RESPOND TO TREVOR: The centralized service delivery model has a pyramid-like organizational structure. The CEO is typically at the top and beneath them is set individuals and beneath them is a set individuals (Chambers & Bonk, 2014). While centralized everyone reports to the CEO. There are no supervisors except the one to whom everyone reports. One of the biggest concern’s regarding centralized organizations is that there is a large gap between the clients and the one that makes the ultimate decision. This can have an impact on service decisions that may be ultimately necessary for the clients. One impact that I have witnessed is the time it takes for decisions to be made. Working in the places I have I have coined the term “treatment time” which basically says for a decision to be made it’s going to be a while. This in turn can disempower some staff and eventually clients outcomes.Chambers, D. E., & Bonk, J. F. (2014). Social Policy and Social Programs (6th Edition). Pearson Education (US).
  • 3.[U06D2] UNIT 6 DISCUSSION 2


How do the concepts of integration and specification contrast and interact? Provide and explore at least two specific examples. Your analysis should point out how an agency could best try to utilize both concepts.


Respond to another learner providing an additional example of integration and interaction in connection to one of their examples. Explain and support your reasoning. Make your post by Thursday of this week. Respond to at least one other learner by Sunday.

  • 4.RESPOND TO STUDENT SUSAN:”Program specification provides concrete instructions for obtaining positive program outcomes. Program specification indicates what to observe, activities to track, and guidelines for determining if program expectations have been met (Chambers & Bonk, 2013, p. 113). Program specification refers to the process to track and evaluate program outcomes. Program integration refers to the connections and collaborations between programs. An example of integration is when two or more organizations coordinate a service program (Chambers & Bonk, 2013, p. 117). Integration includes shared responsibilities between agencies to reach a positive outcome. Agencies may share staff, consult with other providers, or provide a similar service to multiple partners. Program theory describes the order of activities that will be used to achieve positive program outcomes. The program design outlines steps for educating the client or consumer, practitioner modeling, and program content (Chambers & Bonk, 2013, p. 109). An example of a proposed theory is that parents expect their child to have knowledge about nutrition. Parent expectations also include that the child knows how to make healthy choices. A program design would include teaching parents developmentally appropriate expectations and modeling making healthy food choices. Program specification includes the content to be taught and learned by the parent. The parent will learn that children make food choices based on marketing, social media, peer influences, parent modeling, and food availability. The educational process could include activities such as workshops, demonstrations, shared recipes, reading articles and literature, discussions, shopping trips, and modeling behaviors at home. Program interaction would include collaboration between health and nutrition serving agencies to achieve this outcome. The overall goal is to increase the child’s ability to make healthy food choices and promote wellness. Both program specification and integration can be applied to this example. Food nutrition programs increase likelihood of success if the role of the parent is included (Chiong et al., 2020, p. 67). Use of program specification includes sharing positive messages and hands on learning opportunities for the family. Program integration includes knowledge and references from outside sources, as well as group sharing opportunities with other families. Another example of both program specification and integration can be applied to the theory of improving healthy eating habits within families. Program content would include increasing availability and accessibility of healthy foods, parent modeling, fostering a healthy home environment, reducing pressures for children to eat, not using food as a reward, and awareness of indulgent parenting styles (Chiong et al., 2020, p. 68). Educational activities would include increasing the availability of fruits and vegetables, reducing fats and sugars, exercising as a family, setting routines for meals, and parent role modeling of healthy behaviors. Program integration could include group discussion and finding social support for healthy habits. Examples of program specification and program integration can be used to promote healthy eating habits within families. Catholic Charities of Oswego County has used an example of both program specification and program integration to also teach healthy eating habits for families. Catholic Charities has collaborated with Cornell Cooperative Extension to offer Family Wellness and Cooking monthly workshops for families. Parents and children participate together to find healthy recipes, learn concepts about nutrition, and prepare healthy foods. There are also opportunities for shopping trips to select healthy foods and make healthy choices while following a budget. Program activities give specific directions for increasing healthy eating habits at home. Collaboration between these human service agencies have provided opportunities for education, hands on demonstration, group discussion, and social support. The outcomes have been reported as positive for the families involved.”

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