Offering respectful feedback on their logic model as if you were a member of their work group.
Identify strengths and potential weaknesses in the assumptions or areas that may require additional information or clarification.
-Providing substantial information to assist your colleagues' efforts such as:
Information to support their understanding of the problems and needs of this population
Suggestions related to intervention activities and potential outcomes

 Post:

Reviewing logic model (in table format) for a practitioner-level intervention based on the problems and needs that you identified last week. 

Discussion: Practice-Level Logic Model Outline

Problem	Needs	Underlying Causes	Intervention Activities	Outcomes
Cancelation of summer services by consumers' parent/guardians.	Continuity of mental and behavioral health services for minor consumers' who have active IEP and/or 504 Plan.	Parent/guardians' need to prioritize their work and other schedules.	Calling consumers' parent/guardians' to offer session times that work better for them.	Parent/guardians' do not respond or they reschedule for the following week.

 

 

Assignment: Program-Level Logic Model Outline

Program Focus	Inputs	Program Activities	Outputs	Outcomes
Offer financial incentive ($1000.00 max for each consumer) to encourage participation in summer services for the months of June to July.	Conduct agency wide interviews to determine barriers for parent/guardians' collaboration on summer session attendance. Create a survey to narrow down incentives to offer. 3. Apply for grant to fund incentive.	Rehabilitation sessions that build functional communication and appropriate social skills.	Cost to the county or state is projected to be $1000 per consumer with an estimated 100 consumers' participating.	Short-term outcome is assumed to produce an increase in participation for summer sessions. Long-term outcome is assumed to produce improved behaviors' in consumers' transitioning into the classroom  for the following school year.

 

Follow the table format with 1 to 2 paragraphs that elaborate on your practice-level model outline and cite resources that inform your views.

The logic model is both a framework for organizing and a tool for theoretically analyzing a program (Dudley, 2020). The practice-level logic model outline seeks to identify the problem, why the issue needs addressing, why the issue is occurring, ways the problem is being addressed now and how the method to address the issue is working. A strength of this specific logic model is its simplicity in providing short and direct information. A weakness of this logic model is the lack of statistical evidence to support the benefit of having consumers' attend summer sessions. Any improvements in consumers' behavior would be subjective and individual to each respective consumer, which may also be cause for rejecting the grant to the proposed program to solve the problem.

The program-level logic model does well to provide an outline for simplifying the focus, inputs, program activities, outputs, and outcomes of the proposed program. According to ... the logic model was developed to support the conceptualization, organization, and planning of a programs inputs, activities, outputs, outcomes and impacts. The strength of this particular logic model is the framework it provides for grant writing and proposal, it may also serve as a proposal for research. A weakness of this specific logic model is the lack of evidence to support the benefit over budgetary costs. One way to support the proposal of this program is to market the program as being a pilot study for the efficacy of using financial incentives to encourage parental/guardian buy-in for attending summer sessions for children with active IEP and 504 Plans. 

 

Resources:

Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.

 Luck, K. E., Doucet, S., & Luke, A. (2020). The development of a logic model to guide the planning and evaluation of a navigation center for children and youth with complex care needs.Child & Youth Services, 41(4), 327-341. https://doi.org/10.1080/0145935X.2019.1684192