Colleagues Post:

 A Brief Description of the Program 

The foster parent training program for incoming foster parents has the primary goals of reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better-trained and skilled foster families; the new training program will begin at three main sites while the other sites wait 12 months to implement the program and it will consist of six 3 hour training sessions typically in a biweekly format (Walden University, 2022).

Group Research Design 

A research design that could be used for the program evaluation in this particular case study is a quasi-experimental, pre-test, and post-test design with a control group (Dudley, 2020). This design allows for determining causality between the intervention and client outcomes and seems appropriate since some centers are waiting 12 months to implement the new training program (Walden University, 2022). In this design, participants can be treated statistically identically between the treatment and control groups due to random selection and group assignment, which limits extraneous differences between groups (Dudley, 2020). This particular design would be powerful in determining whether or not the new program influences outcome measures and can help determine if there is a relationship between intervention and the outcomes (Dudley, 2020).

 Outcomes to be Measured

The outcomes to be measured include foster placement disruptions, quality of service delivery, child well-being, and knowledge base and skills of foster families on fostering (Walden University, 2022). In the intervention group, post-intervention, the measures should indicate a reduction in foster placement disruptions, increased quality service delivery, increased child-well being, and increased knowledge and skills regarding being a foster parent to provide evidence that the intervention is successful and meetings its goals as well as the client’s needs (Walden University, 2022). Differences between the control and comparison groups must also be analyzed.

Measurements to Assess Outcomes

Qualitative and quantitative measures can be used to assess outcomes. In order to measure foster placement disruptions, the researcher can use quantitative data and charts to keep track of placement disruptions in both the control and intervention groups and pre-post intervention. Quality of service delivery can be measured by utilizing qualitative data interviews, questionnaires, and open-ended questions to gain participants’ feedback regarding service delivery (Dudley, 2020). Knowledge can be measured using a brief quiz developed by the clinician to assess for knowledge regarding being a foster parent, and skills can be assessed through direct observation. A child’s well-being can be measured by self-reporting, teacher and caregiver interviews, or standardized measurements like the EPOCH Measure of Adolescent Well-Being (Kern et al., 2016). An ANOVA test can be used to test differences between the intervention and control groups to recognize if there is a statistical difference in outcomes (Dudley, 2020).

Data Collection Methods

Data collection methods would include mixed qualitative and quantitative methods, including; interviews, questionnaires, observations, surveys, quizzes, standardized measures, and documents such as charts on foster placement disruption (Dudley, 2020). Mixed methods would be used to get a larger picture of the program and influence client outcomes, and to ensure the intervention is effective in all areas they aim to address through the intervention.

 Collecting Data 

Agency staff will collect the data and conduct interviews, quizzes, and observations, collecting documentation at centers starting the training program and at centers that are not, and measures will be conducted pre and post-intervention and in both the intervention and control groups. The team responsible for helping with data collection can be trained and recruited by Joan, the social worker currently conducting the study for her Ph.D. program (Walden University, 2022). Data can be collected via mail, in-person, and over the phone to provide flexibility, and facilitators can code data for different groups to remain confidential.

Respond to a colleagues from the perspective of an interested stakeholder for the program by doing the following:

• Provide a brief description of the stakeholder role that you are taking.
• Provide an evaluation of the group research design that they have chosen and the measurement criteria they have generated.
• Provide support based on your evaluation.
• Ask questions about the plan for research design and the purpose of the evaluation from your chosen stakeholder perspective

ANSWER

Evaluation of Research Design and Measurement Criteria from a Stakeholder Perspective

Stakeholder Role: Interested Community Advocate

Description of the Stakeholder Role

As an interested community advocate, my role is to ensure that the foster parent training program aligns with the needs and expectations of the community. I focus on advocating for the well-being of foster children, the effectiveness of the training, and the support provided to foster families. I aim to ensure that the program’s goals are achieved, and that it positively impacts the quality of care and support provided to vulnerable children.

Evaluation of Group Research Design and Measurement Criteria

Research Design Evaluation: The chosen quasi-experimental, pre-test, and post-test design with a control group is appropriate for assessing the impact of the foster parent training program. The delayed implementation for certain sites acknowledges the potential influence of time and external factors. However, I’m curious about how the control group will be selected and the potential influence of any contextual differences among sites. Ensuring a diverse and representative sample in both the intervention and control groups will be essential to draw meaningful conclusions.

Measurement Criteria Evaluation: The identified outcomes encompass critical aspects of the program’s success, including foster placement disruptions, service quality, child well-being, and foster family knowledge and skills. These measurements offer a comprehensive assessment of the program’s effectiveness. It’s encouraging to see both qualitative and quantitative methods proposed for data collection. This mixed-methods approach ensures a well-rounded understanding of the program’s impact and the experiences of participants.

Support for the Chosen Approach: The quasi-experimental design aligns well with the program’s goals and the need for assessing causal relationships. The chosen measurement criteria address the broader goals of enhancing foster care quality and child well-being. Additionally, the inclusion of qualitative data through interviews and observations will provide insights into the nuanced experiences and perspectives of foster families, which quantitative data alone may not capture.

Questions for Clarification

How will the research team ensure that the selection process for the control group minimizes potential bias and accurately represents the population?

Considering the diversity of communities involved, have cultural and contextual factors been considered when designing the qualitative components of data collection?

Can you elaborate on how the timing of the delayed implementation of the program at certain sites may influence the interpretation of outcomes?

Conclusion

As an interested community advocate, I appreciate the chosen research design and measurement criteria, which indicate a comprehensive approach to evaluating the foster parent training program’s effectiveness. Ensuring rigorous methods for participant selection and accounting for contextual influences will be crucial for drawing meaningful conclusions that can guide program improvements and ultimately benefit foster children and families.