Socw 6311 WK7-Outlining A Logic Model

A logic model is a tool that can be used in planning a program. Using a logic model, social workers can systematically analyze a proposed new program and how the various elements involved in a program relate to each other. At the program level, social workers consider the range of problems and needs that members of a particular population present. Furthermore, at the program level, the logic model establishes the connection between the resources needed for the program, the planned interventions, the anticipated outcomes, and ways of measuring success. The logic model provides a clear picture of the program for all stakeholders involved.

To prepare for this Assignment, review the case study of the Petrakis family, located in this week’s resources. Conduct research to locate information on an evidence-based program for caregivers like Helen Petrakis that will help you understand her needs as someone who is a caregiver for multiple generations of her family. You can use the NREPP registry. Use this information to generate two logic models for a support group that might help Helen manage her stress and anxiety.

First, consider the practice level. Focus on Helen’s needs and interventions that would address those needs and lead to improved outcomes. Then consider the support group on a new program level. Think about the resources that would be required to implement such a program (inputs) and about how you can measure the outcomes.

Submit the following:

  • A completed practice-level logic model outline (table) from the Week 7 Assignment handout
  • A completed program logic model outline (table) in the Week 7 Assignment Handout
  • 2–3 paragraphs that elaborate on your practice-level logic model outline. Describe the activities that would take place in the support group sessions that would address needs and lead to improved outcomes
  • 2–3 paragraphs that elaborate on your program-level logic model and address the following:
    • Decisions that would need to be made about characteristics of group membership
    • Group activities
    • Short- and long-term outcomes
    • Ways to measure the outcomes

 

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 6, “Needs Assessments” (pp. 107–142)

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014a). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“The Petrakis Family”

Document: Randolph, K. A. (2010). Logic models. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 547–562). Thousand Oaks, CA: Sage. (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

United Way of America. (1996). Excerpts from Measuring program outcomes: A practical approach. Retrieved from http://web.archive.org/web/20130514153340/http://www.unitedwayslo.org/ComImpacFund/10/Excerpts_Outcomes.pdf

Document: Week 7: Developing A Logic Model Outline Assignment Handout (Word document)

Optional Resources

Donorfio, L. K. M., Vetter, R., & Vracevic, M. (2010). Effects of three caregiver interventions: Support, educational literature, and creative movement. Journal of Women & Aging, 22(1), 61–75
Note: Retrieved from the Walden Library databases.

Larsen, M., Tax, C., & Botuck, S. (2009). Standardizing practice at a victim services organization: A case analysis illustrating the role of evaluation. Administration in Social Work, 33(4), 439–449.
Note: Retrieved from the Walden Library databases.

Petrakis Family Episode 4

Petrakis Family Episode 4 Program Transcript

CINDY: She was so upset with me. She told me I was too young to be doing this job– yelled at me.

FEMALE SPEAKER: Well, what set her off?

[MUSIC PLAYING]

CINDY: She found out her son’s been getting the refills on his grandmother’s oxy prescription and taking the pills himself. He’s also been forging her name– withdrawing money from her bank accounts.

FEMALE SPEAKER: OK. I think we need to figure out how to help the client. What’s her name again?

CINDY: Helen. She also said that he’s been taking valuable from his grandmother’s house. What a mess. I’m so sorry.

FEMALE SPEAKER: We need to call APS.

CINDY: Oh, we can’t. Helen already blames me for suggesting her son move in with his grandma in the first place. This will just make it worse.

FEMALE SPEAKER: Take it easy, Cindy.

CINDY: This is all my fault. I thought it was a good plan, I really did.

FEMALE SPEAKER: Cindy. Look, I’m your field instructor, and here comes a teachable moment, OK? Advising a client like you did was not a good idea. In fact, it was unethical. But you are not responsible for the actions that other people take.

Helen made her own choice when she decided to go along with your suggestions. Do you understand?

CINDY: Yes.

FEMALE SPEAKER: All right. Our job now is to figure out our next steps. Now, will you do that with me?

CINDY: Yeah, OK.

FEMALE SPEAKER: OK.

©2013 Laureate Education, Inc. 1

 

 

 

 

 

 

 

 

 

Petrakis Family Episode 4

Petrakis Family Episode 4 Additional Content Attribution

MUSIC: Music by Clean Cuts

Original Art and Photography Provided By: Brian Kline and Nico Danks

©2013 Laureate Education, Inc. 2

Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
  • Writer’s samples
  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)