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An evaluability assessment of a home...

Lee, Wayne G.

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An evaluability assessment of a homeless program for families.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An evaluability assessment of a homeless program for families./
Author:	Lee, Wayne G.
Description:	73 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-07, Section: B, page: 4159.
Contained By:	Dissertation Abstracts International67-07B.
Subject:	Health Sciences, Ophthalmology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223093
ISBN:	9780542765414

An evaluability assessment of a homeless program for families.
Lee, Wayne G.

An evaluability assessment of a homeless program for families. - 73 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: B, page: 4159.

Thesis (Psy.D.)--Fuller Theological Seminary, School of Psychology, 2007.

An evaluability assessment was conducted at a shelter and transitional living program for homeless families as a tool to identify factors that are likely to impede an outcome evaluation and to maximize the utility of an evaluation. Various documents of the program were examined and semi-structured interviews were conducted with several staff. The assessment of program goals and objectives indicated a need for more clarity and specificity, both in their definitions and in how they were linked to program components. Also, indications of achievements of goals did not consistently have evidence of behavioral, observable change. In addition, more implementation of program components in a prescribed manner and measurements of progress were needed. One pattern observed was a lack of staff training requirements and manualized procedures. Based on the assessment, a number of recommendations were made: (1) clearly written policies and procedures for each of the program components; (2) Clarification of the program's stated goals and mission statement as to how they can be operationalized; (3) proximal behavioral measures as markers for internal changes; (4) goals plausibly linked with activities and other program components; (5) systematic and consistent documentation of activities and progress; (6) specific criteria and written procedure for advancing through stages of the program; (7) consequences and incentives for behaviors implemented according to consistent and specific procedures; (8) classes implemented in a standardized, prescribed manner; and (9) a follow up self-assessment given periodically to graduates of the program. Following these suggestions would provide the conditions for the program to demonstrate positive outcomes.

ISBN: 9780542765414Subjects--Topical Terms:

1019445
Health Sciences, Ophthalmology.

An evaluability assessment of a homeless program for families.
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500 $a Adviser: Timothy Kelly.
502 $a Thesis (Psy.D.)--Fuller Theological Seminary, School of Psychology, 2007.
520 $a An evaluability assessment was conducted at a shelter and transitional living program for homeless families as a tool to identify factors that are likely to impede an outcome evaluation and to maximize the utility of an evaluation. Various documents of the program were examined and semi-structured interviews were conducted with several staff. The assessment of program goals and objectives indicated a need for more clarity and specificity, both in their definitions and in how they were linked to program components. Also, indications of achievements of goals did not consistently have evidence of behavioral, observable change. In addition, more implementation of program components in a prescribed manner and measurements of progress were needed. One pattern observed was a lack of staff training requirements and manualized procedures. Based on the assessment, a number of recommendations were made: (1) clearly written policies and procedures for each of the program components; (2) Clarification of the program's stated goals and mission statement as to how they can be operationalized; (3) proximal behavioral measures as markers for internal changes; (4) goals plausibly linked with activities and other program components; (5) systematic and consistent documentation of activities and progress; (6) specific criteria and written procedure for advancing through stages of the program; (7) consequences and incentives for behaviors implemented according to consistent and specific procedures; (8) classes implemented in a standardized, prescribed manner; and (9) a follow up self-assessment given periodically to graduates of the program. Following these suggestions would provide the conditions for the program to demonstrate positive outcomes.
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