What evidence is provided in the report to show that the services were delivered?

Week 9 Assignment: Process Evaluations

Your task:

1. Read: Scourfield, J., Allely, C., Coffey, A., & Yates, P. (2016). Working with fathers of at-risk children: Insights from a qualitative process evaluation of an intensive group-based intervention. Children and Youth Services Review, 69, 252-267.
2. Evaluate the process evaluation in Scourfield et al. (“the report”) report by answering the ten questions that follow.

Write your report, using the following WRITING FORMAT: accurate, brief, clear, reader-centered responses as if you were writing for a group of concerned stakeholders who are not familiar with the process of conducting this type of evaluation or the services provided by facilitators. The list is adapted from the Rand Corporation (2017), Getting to Outcomes: Step 07. Process Evaluation. As you will notice, the process evaluation depends on first three columns of the logic model (that is, the resources, the activities, and the specific services and interventions) that we have used in previous weeks.

Place your name and the page number in the running head on the main page, then proceed with your responses to the questions immediately beneath it.

Write the report in list format, numbering and naming the answers to your questions to make it very easy for readers to find your responses. Remember that stakeholders who seek the information in your report usually prefer to get the information in a brief and well-organized manner that helps them to find information quickly.

1. Program evaluation: context.

In 1-2 sentences, describe the type of institution in which the process evaluation is being conducted in the report and its purpose.

2. Process evaluation: rationale.

In 1-2 sentences, explain the reason for the process evaluation described in this report.

3. Process evaluation: focus.

In 1-2 sentences, identify the general type of service that was measured or monitored for this evaluation.

4. Fidelity to Logic Model
5. Resources.
6. Identify the resources for providing the program that the facilitators needed to provide the program as specified in the report, such as a dedicated time and transportation, among others. (1-2 sentences)
7. Did the report indicate whether the facilitators were able to get the needed resources to operate the program? (1 sentence)
8. If the resources were not available to the facilitators, did the report explain what obstacles prevented the facilitators from getting what they needed? (1 sentence).
9. Outputs: clients/participants/recipients for the interventions, activities, services or events described in this report. In 1-2 sentences each, locate the information asked by the prompts (1-7) below if it is found in the paper.
10. How many people are participating (or did participate, if the program has concluded)?
11. How were the intended recipients identified, recruited, or selected?
12. What characteristics do the recipients have in common?
13. Is the program reaching the people it was intended to serve? (If the program is concluded, did the program reach the intended recipients?).
14. Are/were program participants involved voluntarily or are/were they mandated to attend?
15. Does the report indicate how many people dropped out of the program or declined to participate? If so, does the report give any reasons for participants dropping out? If so, did the researchers find any patterns of dropping out (such as fathers dropping out because of work or transportation issues, to name a few possibilities)? Do those patterns, if any, reveal external factors that encourage or discourage participation, or pose obstacles to participation?
16. Does the report indicate the kinds of data gathering tools that were used to get responses from program staff? If so, what methods were used?
17. .. Outputs: Activities & interventions with what, who, where, when, how tasks are performed.
18. List the specific interventions, activities, services or events that the facilitators

were accountable for providing in the program. (1-2 sentences).

2. Did the facilitators provide the general services intended (counseling, education, transportation, etc.) to all participants who needed them? (1-2 sentences)
3. What evidence is provided in the report to show that the services were delivered? Sometimes evidence of services provided is in the form of a table showing the number and types of services performed.
4. Does the article state how often the services were intended to be provided? Were the time and frequency of the services appropriate for the problem being addressed and the program goals? (Your judgment)
5. Where were the services expected to be provided? Was the location appropriate? (Your judgment)
6. Did the article state the planned format for providing the services (in person, online, in a group setting, as a community meeting or workshop, by phone, from a website, etc.)? If so, what formats were listed?
7. Personnel. Did the report indicate the qualifications of the facilitators delivering the services? If not, does the report describe the facilitators in those roles as adequately qualified? (1 sentence).
8. Program Quality. Was any information provided about the quality of the services that were offered? Look to see if there was information about client satisfaction or services meeting a standard for quality.
9. Problems in delivering services. Was any information provided about any problems that arose in delivering the program as planned? If so, what problems in delivering the services occurred?
10. Program strengths. Identify two program strengths of the program and/or services that foster participation and assist participants in achieving program goals: (2-3 sentences; your judgment)
11. Areas for improvement and suggestions for change. What areas of improvement or suggestions for change for achieving the program goals, if any, were provided in the report? (2-3 sentences; your judgment).
12. Two more questions. Assume that you have been given the task of conducting a process evaluation of this program so that you can replicate it in your local community. Think about what else would you want to know in order to successfully import the program to your local conditions and circumstances. Write two more questions that you would want answered if you were a stakeholder, evaluating this program for adoption in your city or area. Because local communities are very different from each other, you may find that your questions are different from those of fellow scholars in the class.

You may create two questions that would fit into one category or choose one from two of the following categories. These would include:

1. Resources
2. Recipients (outreach to target recipients, drop-outs, participation)
3. Specific services/interventions offered
4. Methods for indicating whether the services were provided
5. Program personnel (types, degrees, experience)
6. Conditions for completing the tasks given to program personnel – enough time, location, staff cooperation, access to students as needed, support from administration, or other factors impacting service delivery
7. Quality of program/satisfaction expressed by staff, recipients, or stakeholders regarding program services

subject: Social Science

This week you will evaluate how a program is providing its services and evaluate the quality of those services with a process evaluation. Please review the difference between a process (performance ) and product (outcome) evaluation, because if you start using the wrong type of evaluation, the entire assignment will be wrong.

You will be conducting a performance evaluation of an actual program. Note that different people will evaluate the program differently. There is a subjective component to all evaluations.

For your assignment this week, please do the attached assignment where you will practice doing a process evaluation on the program outlined in the article that is described at the top of the page.

Since you are evaluating performance, attention to detail is paramount. People become invested in their programs. They can become very defensive and disappointed if an evaluator suggests that their performance or planning is inadequate. However, if you point out specific tasks or behaviors that could be done differently, they may accept the results much more readily. For example, telling the staff that their program is scheduled at an inconvenient time may not be well accepted, but stating, “starting your program at 3 PM instead of 4 PM might reach more students at the end of the school day” may be a suggestion they might consider. Therefore, your evaluation must contain precise action-oriented recommendations rather than general statements.

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