Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Once an intervention has run its course, its success is determined by an evaluation of the outcomes in comparison with the anticipated results. Before being able to evaluate the effectiveness of a program, intervention, or tool, you have to have a clear, measurable outcome to begin with. By using SMART goals, you can evaluate the effectiveness since there is a clear definition of what needed to happen. In my practicum setting, evaluation is a crucial part of being able to understand if the programs and events that we host are making a difference in the community and if people are interested in seeing more.
9.1 – Select evidence-based evaluation strategies according to their efficacy with specific client systems
Course Evidence: As explained in Competency 8, one of the intervention skills that I was able to develop was running a therapy group utilizing evidence-based strategies. After completing the video assignment, the next stage of the course was to conduct a self-assessment on how I did during the video. The goal of the paper was to dissect each section of the video, focusing on the key elements, and critique each thing that was said or done during the session. What this paper helped solidify was the importance of self-evaluation and always being willing to see areas of improvement. To see the completed group therapy skills self-assessment for Advanced Clinical Practice (SOCW-617), please click here.
Field Evidence: When working as a mental health professional, it is vital for you to be able to know if your interventions are successful or not so that you are able to make necessary adjustments to treatment plans. When I started working for Centerstone, I had a client who was diagnosed with an adjustment disorder with anxiety. However, after a month of treatment and some additional circumstances, I was able to determine that the client actually met the criteria for major depressive disorder. Through the help of a depression assessment scale, the Patient Health Questionnaire-9 for Adolescents (PHQ-A), the client scored a 15 out of 27. With this clinically significant score, I changed my intervention to address depression. At the end of the school year, I was able to readminister the PHQ-A for the same client and they were able to drop down by six points with a new total score of nine. So, while this is still not an ideal range for a client of this age, it is an improvement compared to the beginning of the year. To see the pre-and post-tests of the PHQ-As, please click here.
9.2 – Evaluate the efficiency and effectiveness of practice outcomes across systems
Course Evidence: For the program proposal for Advanced Administration Practice (SOCW-612), one of the main parts that were needed was an efficient and clear evaluation plan. The evaluation plan was created to be able to clearly identify if the program was successfully implemented and if it was not, what could be done differently. This evaluation is key to help both the program and organization run smoothly and to reach their goals. To view the evaluation plan for Gourmet on a Budget, please click here.
Field Evidence: After the panel discussion back in November (referenced in Competency 3), a post-assessment survey was sent out to participants who had watched the discussion take place, The goal of the survey was to see if people had found the information useful and what things they would change or would like to see moving forward. This was a vital tool for Commissioner Geter and me since it was able to give us an idea of what constituents of Hamilton County were interested in seeing change. This form of evaluation helped us in preparing for future panel discussions and events that follow similar formats. To see the post-assessment survey, please click the following link: https://forms.gle/RjNw1SitmkedPUtc7