Discussion: Using A Logic Model To Focus Interventions And Achieve Desired Outcomes

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In social work practice and in program development, it is possible to make faulty assumptions about what clients need and what social work activities will lead to. Consider the following:

 

A team of social workers meets to discuss their services to low-income young mothers. One social worker states that what the young mothers need most is information about community resources. She proposes that the social workers’ activities consist of making referrals to programs for public assistance for income support, food stamps, medical insurance, employment agencies, and educational resources. However, another team member points out that most clients are referred to their program from the public welfare office and health care programs. This suggests that the clients tend to possess knowledge of these common resources and have been able to access them.

How might the team explore what problems bring the clients to their agency? What might the team learn from client assessments? How can the team verify the desired outcomes of their services? Developing a logic model will help the team see a logical connection between problems, needs, intervention activities, and corresponding outcomes. This series of logical connections leads to formulating a theory of change, that is, a theory about how our work leads to the outcomes for clients.

 

To prepare for this Discussion, imagine that you are part of a work group charged with creating a logic model and generating a theory of change. Select a practitioner-level intervention for which you are interested in analyzing connections. Consider how a logic model might be applied to that practice.

 

Post a logic model and theory of change for a practitioner-level intervention. Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs. Identify the short- and long-term outcomes that you think would represent an improved condition. Then describe interventions that would lead to a change in the presenting conditions. Be sure to search for and cite resources that inform your views.

 

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.

Chapter 6, “Needs Assessments” (pp. 107–142)

Excerpts from Measuring Program Outcomes: A Practical Approach © 1996 United Way of America

Introduction to Outcome Measurement

If yours is like most human service agencies or youth- and family-serving organizations, you regularly monitor and report on how much money you receive, how many staff and volunteers you have, and what they do in your programs. You know how many individuals participate in your programs, how many hours you spend serving them, and how many brochures or classes or counseling sessions you produce. In other words, you document program inputs, activities, and outputs. Inputs include resources dedicated to or consumed by the program. Examples are money, staff and staff time, volunteers and volunteer time, facilities, equipment, and supplies. For instance, inputs for a parent education class include the hours of staff time spent designing and delivering the program. Inputs also include constraints on the program, such as laws, regulations, and requirements for receipt of funding. Activities are what the program does with the inputs to fulfill its mission. Activities include the strategies, techniques, and types of treatment that comprise the program’s service methodology. For instance, sheltering and feeding homeless families are program activities, as are training and counseling homeless adults to help them prepare for and find jobs. Outputs are the direct products of program activities and usually are measured in terms of the volume of work accomplished–for example, the numbers of classes taught, counseling sessions conducted, educational materials distributed, and participants served. Outputs have little inherent value in themselves. They are important because they are intended to lead to a desired benefit for participants or target populations. If given enough resources, managers can control output levels. In a parent education class, for example, the number of classes held and the number of parents served are outputs. With enough staff and supplies, the program could double its output of classes and participants. If yours is like most human service organizations, you do not consistently track what happens to participants after they receive your services. You cannot report, for example, that 55 percent of your participants used more appropriate approaches to conflict management after your youth development program conducted sessions on that skill, or that your public awareness program was followed by a 20 percent increase in the number of low-income parents getting their children immunized. In other words, you do not have much information on your program’s outcomes. Outcomes are benefits or changes for individuals or populations during or after participating in program activities. They are influenced by a program’s outputs. Outcomes may relate to behavior, skills, knowledge, attitudes, values, condition, or other attributes. They are what participants know, think, or can do; or how they behave; or what their condition is, that is different following the program. For example, in a program to counsel families on financial management, outputs–what the service produces–include the number of financial planning sessions and the number of families seen. The desired outcomes–the changes sought in participants’ behavior or status–can include their developing and living within a budget, making monthly additions to a savings account, and having increased financial stability. In another example, outputs of a neighborhood clean-up campaign can be the number of organizing meetings held and the number of weekends dedicated to the clean-up effort. Outcomes–benefits to the target population–might include reduced exposure to safety hazards and increased feelings of neighborhood pride. The program outcome model depicts the relationship between inputs, activities, outputs, and outcomes. Note: Outcomes sometimes are confused with outcome indicators, specific items of data that are tracked to measure how well a program is achieving an outcome, and with outcome targets, which are objectives for a program’s level of achievement. For example, in a youth development program that creates internship opportunities for high school youth, an outcome might be that participants develop expanded views of their career options. An indicator of how well the program is succeeding on this outcome could be the number and percent of participants who list more careers of interest to them at the end of the program than they did at the beginning of the program. A target might be that 40 percent of participants list at least two more careers after completing the program than they did when they started it.

 

 

Program Outcome Model

Resources dedicated to or consumed by the program money staff and staff time volunteers and volunteer time

facilities equipment and supplies

Constraints on the program laws regulations funders’ requirements

What the program does with the inputs to fulfill its mission feed and shelter homeless families provide job training educate the public about signs of child abuse counsel pregnant women create mentoring relationships for youth

The direct products of program activities number of classes taught number of counseling sessions conducted number of educational materials distributed number of hours of service delivered number of participants served

Benefits for participants during and after program activities new knowledge increased skills changed attitudes or values

modified behavior

improved condition altered status

Why Measure Outcomes?

In growing numbers, service providers, governments, other funders, and the public are calling for clearer evidence that the resources they expend actually produce benefits for people. Consumers of services and volunteers who provide services want to know that programs to which they devote their time really make a difference. That is, they want better accountability for the use of resources. One clear and compelling answer to the question of “why measure outcomes?” is to see if programs really make a difference in the lives of people. Although improved accountability has been a major force behind the move to outcome measurement, there is an even more important reason: to help programs improve services. Outcome measurement provides a learning loop that feeds information back into programs on how well they are doing. It offers findings they can use to adapt, improve, and become more effective. This dividend doesn’t take years to occur. It often starts appearing early in the process of setting up an outcome measurement system. Just the process of focusing on outcomes–on why the program is doing what it’s doing and how participants will be better off–gives program managers and staff a clearer picture of the purpose of their efforts. That clarification alone frequently leads to more focused and productive service delivery. Down the road, being able to demonstrate that their efforts are making a difference for people pays important dividends for programs. It can, for example, help programs:

• Recruit and retain talented staff • Enlist and motivate able volunteers • Attract new participants • Engage collaborators • Garner support for innovative efforts • Win designation as a model or demonstration site • Retain or increase funding • Gain favorable public recognition

Results of outcome measurement show not only where services are being effective for participants, but also where outcomes are not as expected. Program managers can use outcome data to:

 

 

• Strengthen existing services • Target effective services for expansion • Identify staff and volunteer training needs • Develop and justify budgets • Prepare long-range plans • Focus board members’ attention on programmatic issues

To increase its internal efficiency, a program needs to track its inputs and outputs. To assess compliance with service delivery standards, a program needs to monitor activities and outputs. But to improve its effectiveness in helping participants, to assure potential participants and funders that its programs produce results, and to show the general public that it produces benefits that merit support, an agency needs to measure its outcomes. These and other benefits of outcome measurement are not just theoretical. Scores of human service providers across the country attest to the difference it has made for their staff, their volunteers, their decision makers, their financial situation, their reputation, and, most important, for the public they serve.

Eight Steps to Success

Measuring Program Outcomes provides a step-by-step approach to developing a system for measuring program outcomes and using the results. The approach, based on methods implemented successfully by agencies across the country, is presented in eight steps, shown below. Although the illustration suggests that the steps are sequential, this is actually a dynamic process with a good deal of interplay among stages.

 

 

 

Example Outcomes and Outcome Indicators for Various Programs These are illustrative examples only. Programs need to identify their own outcomes and indicators, matched to and based on their own experiences and missions and the input of their staff, volunteers, participants, and others.

Type of Program Outcome Indicator(s)

Smoking cessation class

Participants stop smoking. • Number and percent of participants who report that they have quit smoking by the end of the course

• Number and percent of participants who have not relapsed six months after program completion

Information and referral program

Callers access services to which they are referred or about which they are given information.

• Number and percent of community agencies that report an increase in new participants who came to their agency as a result of a call to the information and referral hotline

• Number and percent of community agencies that indicate these referrals are appropriate

Tutorial program for 6th grade students

Students’ academic performance improves.

• Number and percent of participants who earn better grades in the grading period following completion of the program than in the grading period immediately preceding enrollment in the program

English-as-a- second-language instruction

Participants become proficient in English.

• Number and percent of participants who demonstrate increase in ability to read, write, and speak English by the end of the course

Counseling for parents identified as at risk for child abuse or neglect

Risk factors decrease. No confirmed incidents of child abuse or neglect.

• Number and percent of participating families for whom Child Protective Service records report no confirmed child abuse or neglect during 12 months following program completion

Employee assistance program

Employees with drug and/or alcohol problems are rehabilitated and do not lose their jobs.

• Number and percent of program participants who are gainfully employed at same company 6 months after intake

Homemaking services

The home environment is healthy, clean, and safe. Participants stay in their own home and are not referred to a nursing home.

• Number and percent of participants whose home environment is rated clean and safe by a trained observer

• Number of local nursing homes who report that applications from younger and healthier citizens are declining (indicating that persons who in the past would have been referred to a nursing home now stay at home longer)

Prenatal care program

Pregnant women follow the advice of the nutritionist.

• Number and percent of women who take recommended vitamin supplements and consume recommended amounts of calcium

Shelter and counseling for runaway youth

Family is reunified whenever possible; otherwise, youths are in stable alternative housing.

• Number and percent of youth who return home • Number and percent of youth placed in alternative living arrangements who

are in that arrangement 6 months later unless they have been reunified or emancipated

Camping Children expand skills in areas of interest to them.

• Number and percent of campers that identify two or more skills they have learned at camp

Family planning for teen mothers

Teen mothers have no second pregnancies until they have completed high school and have the personal, family, and financial resources to support a second child.

• Number and percent of teen mothers who comply with family planning visits • Number and percent of teen mothers using a recommended form of birth

control • Number and percent of teen mothers who do not have repeat pregnancies

prior to graduation • Number and percent of teen mothers who, at the time of next pregnancy, are

high school graduates, are married, and do not need public assistance to provide for their children

 

 

Glossary of Selected Outcome Measurement Terms

Inputs are resources a program uses to achieve program objectives. Examples are staff, volunteers, facilities, equipment, curricula, and money. A program uses inputs to support activities. Activities are what a program does with its inputs-the services it provides-to fulfill its mission. Examples are sheltering homeless families, educating the public about signs of child abuse, and providing adult mentors for youth. Program activities result in outputs. Outputs are products of a program’s activities, such as the number of meals provided, classes taught, brochures distributed, or participants served. A program’s outputs should produce desired outcomes for the program’s participants. Outcomes are benefits for participants during or after their involvement with a program. Outcomes may relate to knowledge, skills, attitudes, values, behavior, condition, or status. Examples of outcomes include greater knowledge of nutritional needs, improved reading skills, more effective responses to conflict, getting a job, and having greater financial stability. For a particular program, there can be various “levels” of outcomes, with initial outcomes leading to longer-term ones. For example, a youth in a mentoring program who receives one-to-one encouragement to improve academic performance may attend school more regularly, which can lead to getting better grades, which can lead to graduating. Outcome indicators are the specific items of information that track a program’s success on outcomes. They describe observable, measurable characteristics or changes that represent achievement of an outcome. For example, a program whose desired outcome is that participants pursue a healthy lifestyle could define “healthy lifestyle” as not smoking; maintaining a recommended weight, blood pressure, and cholesterol level; getting at least two hours of exercise each week; and wearing seat belts consistently. The number and percent of program participants who demonstrate these behaviors then is an indicator of how well the program is doing with respect to the outcome. Outcome targets are numerical objectives for a program’s level of achievement on its outcomes. After a program has had experience with measuring outcomes, it can use its findings to set targets for the number and percent of participants expected to achieve desired outcomes in the next reporting period. It also can set targets for the amount of change it expects participants to experience. Benchmarks are performance data that are used for comparative purposes. A program can use its own data as a baseline benchmark against which to compare future performance. It also can use data from another program as a benchmark. In the latter case, the other program often is chosen because it is exemplary and its data are used as a target to strive for, rather than as a baseline.

Case Conceptualization Genogram

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Case Conceptualization and Genogram

 

For this assignment, you will develop a hypothetical couple or family case. The purpose of the assignment is to provide you an opportunity to review and reflect on your clinical development of a case study. You will develop a genogram for this fictional couple or family and choose from specific theoretical models to use, depending on your degree program. The analysis will include theory-based interventions that align with the clinical model chosen. You will also develop a diagnosis for the clients or family using the DSM-5.

 

Your assignment will include three parts:

 

•Case overview with supporting genogram.

 

 

•Theoretical model, interventions, and diagnosis.

 

•Reflection.

 

You will need to use and cite a minimum of eight scholarly resources; the length of the paper should be a minimum of 12 typed, double spaced pages.

 

Case Overview With Supporting Genogram

 

In 2–3 paragraphs, provide a general description of your selected case, an identification of the clients, and any other presenting information that sets a context for the case and your work with it. Create a supporting genogram that aligns with the narrative for this hypothetical case. The case should include a family system—that is, at least two clients in a relationship with each other. You may choose a family or a couple. Be sure to identify who is attending the sessions.

 

Theoretical Model, Interventions, and Diagnosis

 

Learners in the Mental Health Counseling program, choose from this list of theoretical models:

 

•Bioecological theory (theorist: Bronfenbrenner).

 

•Structural family therapy (theorist: Minuchin).

 

•Intergenerational family therapy (theorist: Bowen).

 

After you have identified the theoretical model you will use, complete the following:

 

•Identify the theoretical model you used, and provide a brief overview of the model. Include the theory of change, stance of the therapist, and founding theorists. It is important to use peer-reviewed references to support your discussion of the theory; look for seminal articles written by the founding theorists.

 

•Include interventions that are used according to the model, providing questions you would ask during the therapy session. Include a discussion on these questions and how the interventions used relate to the theoretical model. For example, if you were using solution-focused therapy, you might ask the miracle question or a scaling question.

 

•Using the DSM-5, determine a diagnosis for the couple or family. Include a brief discussion about how you developed this diagnosis. Make sure to include seminal articles from the founding theorists for the model as citations for this section.

 

Reflection

 

In 1–2 pages, write a conclusion summarizing what you learned about yourself as a counselor or therapist. Address the following:

 

•How have you learned as a counselor or therapist to take care of yourself?

 

•What are some areas you recognize as strengths and challenges?

 

•When do you think it is important for a counselor or therapist to seek supervision?

 

•What will you do as a counselor or therapist to increase your own awareness of diversity when working with clients? Provide examples.

 

•What are some possible issues that may arise when working with a client from a different cultural background from yours?

 

Submission Requirements

 

•Written communication: Written communication is free of errors that detract from the overall message.

 

•APA formatting: Resources and citations are formatted according to current APA style and formatting.

 

•Number of resources: Minimum of eight scholarly resources.

 

•Length of paper: A minimum of 12 typed, double-spaced pages, excluding the cover page, reference page, and genogram.

 

•Font and font size: Times New Roman, 12-point.

 

Before you submit your work, review the scoring guide to make sure you have met all the criteria. When your work is complete, submit your paper and the genogram to your instructor in the assignment area.

Running head: [BRIEF VERSION OF THE TITLE, ALL CAPS] 1

[Unit and Assignment Title]

[Learner Name]

[COURSE NUMBER – NAME]

[Date]

[Professor Name]

Abstract

[in a narrative way, a good simple abstract is a paragraph that includes five sentences:

1. Importance of the topic,

2. Purpose of the paper,

3. what contains in the paper,

4. what happens as a result and

5. discussion ]

Keywords: [write here words that describe the paper for web search]

Assignment Title

Start writing your introduction here (1-2 paragraphs). An effective introduction prepares the reader by identifying the purpose of the paper and providing the organization of the paper. Please double-space and remember to indent all paragraphs throughout your paper (not block form!). Aim to keep your writing objective using 3rd person (see handout in the Discussion boad). Unless required for the specific assignment, please do not include a Table of Contents, as it is not APA style. Review paper guidelines on page requirements and number of sources required (if provided.) Unless citing a classic work, aim to cite research articles and texts published within the past 5 years. Please use headings throughout your paper that are consistent with the paper’s scoring guide (that way you ensure you are adequately addressing all required areas.)

When you finish writing your paper, re-read it to check for errors and make sure your ideas flow well. A helpful tip is to read your paper aloud to yourself. If it does not sound right to your ear – it is not working on paper! Please submit your papers to turnitin (link in the course homepage) to check for plagiarism. Also, remember as a Capella learner you have FREE access through iGuide to personal tutoring services with smarthinking.com.

Level 1 Heading: Centered, Boldface, Uppercase and Lowercase Heading

Review the evaluation categories in the scoring guide to ensure you are addressing the ‘distinguished’ category for all sections of your paper.

Level 2 Heading (if needed): Flushed Left, Boldface, Upper and Lowercase Heading

For papers in this course, this will likely be all the heading levels you will need. You can review APA 6th edition section 3.03. for more guidance.

Conclusion

Please provide a conclusion that summarizes the main ideas of your paper.

References

Gladding, S. T., & Newsome, D. W. (2010). Clinical mental health counseling in community and agency settings (3rd ed.). Upper Saddle River, NJ: Merrill.

NOTE:

Consult your APA manual for proper examples on citing and referencing APA style. The Capella Writing Center also has helpful tutorials. Below is a list of common errors; please pay particular attention to:

· indenting

· use of upper and lower case

· italics

· use of double-spacing

· comma/period placement

TESTING & ASSESSMENT IN THE WORKPLACE

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PLEASE! NO PLAGIARIZED WORK.

Please see the Rubric that must be followed for this assignment-ATTACHED

Benchmark – Work-Based Assessment

Work-based assessment is a central topic in industrial and organizational psychology. Work-based assessments are often criticized for lack of quantitative rigor and lack of predictive nature for work performance. However, companies and organizations that have clear methods to describe the work, attributes needed to perform the work, and systematic performance management systems tend to be more successful. Work-based assessment includes both predictive-based (e.g., ability test, work sample test) and a criterion based assessment (e.g., work output). In this assignment you will evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment. What strategies would increase rigor of work-based assessment? Identify the unique role an industrial organizational psychologist has in an organization for work-based assessment.

General Requirements:

Use the following information to ensure successful completion of the assignment:

· This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

· You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write an essay (1,750-2,000 words) in which you examine a work-based assessment. In your essay address the following:

1. Describe predictive-based assessment and criterion-based assessment.

2. Evaluate and find empirical support for the theoretical approach that best describes predictive and criterion work-based assessment.

3. Propose strategies to improve work-based assessment.

4. Identify the industrial organizational psychologist role in work-based assessment.

RESOURCES

Parry-Smith, W., Mahmud, A., Landau, A., & Hayes, K. (2014). Workplace-based assessment: A new approach to existing tools. Obstetrician & Gynaecologist, 16(4), 281-285. doi:10.1111/tog.12133

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103906414&site=eds-live&scope=site

Goodstein, L. D., & Lanyon, R. I. (1999). Applications of personality assessment to the workplace: A review. Journal of Business and Psychology, 13(3), 291.

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25092641&site=eds-live&scope=site
Lefroy, J., Hawarden, A., Gay, S. P., McKinley, R. K., & Cleland, J. (2015). Grades
in formative workplace-based assessment: A study of what works for whom and
why. Medical Education, 49(3), 307-320. doi:10.1111/medu.12659

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-07840-012&site=ehost-live&scope=site

Rojon, C., McDowall, A., & Saunders, M. K. (2015). The relationships between traditional selection assessments and workplace performance criteria specificity: A comparative meta-analysis. Human Performance, 28(1), 1-25. doi:10.1080/08959285.2014.974757

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-01595-001&site=ehost-live&scope=site

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PSY-838 PSY-838-O500 Benchmark – Work-Based Assessment 242.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (74.00%) Satisfactory (79.00%) Good (87.00%) Excellent (100.00%) Comments Points Earned
Content 70.0%
Describe predictive based and criterion based assessment 20.0% Discussion of predictive based and criterion based assessment is either missing or is not evident to the reader. Discussion of predictive based and criterion based assessment is present, but is incomplete. Discussion of predictive based and criterion based assessment is present, but the discussion is cursory and lacking in depth. Discussion of predictive based and criterion based assessment is present. Discussion is detailed and includes most of the necessary elements. Discussion of predictive based and criterion based assessment is present. Discussion is thorough with rich detail and includes all necessary elements. Synthesis of sources is present.
Evaluate empirical support for the theoretical approach that best describes predictive and criterion work-based assessment 20.0% Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is either missing or not evident to the reader. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present, but is incomplete. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present, but the description of task details is cursory and lacking in depth. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present and describes task details. Evaluation of empirical support for the theoretical approach that best describes predictive and criterion work-based assessment is present and thoroughly describes task details. Synthesis of sources is present.
Propose strategies to improve work-based assessment (4.4) 15.0% Discussion of strategies to improve work-based assessment is either missing or not evident to the reader. Discussion of strategies to improve work-based assessment is present but incomplete. Discussion of strategies to improve work-based assessment is present but details are cursory. Discussion of strategies to improve work-based assessment is present. The proposed strategies are detailed. Discussion of strategies to improve work-based assessment is present. The proposed strategies are thoroughly discussed. Synthesis of sources is present.
Identify the industrial organizational psychologist role in work-based assessment (4.1) 15.0% Discussion and identification of the industrial organizational psychologist role in work-based assessment is either missing or not evident to the reader. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is incomplete. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is done in a cursory manner. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is detailed. Discussion and identification of the industrial organizational psychologist role in work-based assessment is present. Discussion is in depth and detailed. Synthesis of sources is present.
Organization and Effectiveness 20.0%
Thesis Development and Purpose 20.0% Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. The development indicated by the thesis and/or main claim is acceptable for publication.
Format 10.0%
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
APA Format 5.0% Required format is rarely followed correctly. An appropriate number of topic-related scholarly research sources and related in-text citations is not present. No reference page is included. No citations are used. Required format is attempted, but some elements are missing or mistaken. A lack of control with formatting is apparent. Some included sources are not scholarly research or topic-related. Reference page is present. Citations are inconsistently used. Required format is used correctly, although some minor errors may be present. Scholarly research sources are present and topic-related, but the source and quality of some references is questionable. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Required format is fully used. There are virtually no errors in formatting style. Scholarly research accounts for the majority of sources presented and is topic-related and obtained from reputable professional sources. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be accepted for publication.
Total Weightage 100%

Respond To Amanda`S Post

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Amanda 

Health care systems are facing challenges in achieving therapeutic goals for their clients. Therefore, a support system and services within the organization must be established. It is essential for professionals to collaborate, communicate, and work as a team.  In an effort to achieve therapeutic goals, health care and organizations are moving toward the integration of behavioral health (Funderburk, Fielder, DeMartini & Flynn, 2012). The integration of behavioral health consists of various levels of service for implementation. Achieving therapeutic goals is based on a four-level model as described in Establishing an integrated care practice in a community health center (Auxier, Farley & Siefert, 2011). An essential first step is to assess the patient based on four levels of severity. Depending on various factors including geographical location and patient needs, implementation of approach may vary. The integrative care practice may consist of screening, consultation, psychotherapy, and psychological testing. The implementation of services should consist of best evidence based practice using their best professional knowledge and implement strategies with an open mind. The implementation of IC/CC aims at improving the quality of care for patients, which increases patient satisfaction. In addition, improving mental and physical health while increasing patient functioning aims at increasing the patient’s overall health and well-being. This approach addresses various components of an individual’s health including physical, emotional, mental, social, spiritual, and environmental issues affecting overall health and well-being of clients. According to Runyan (2011) models of successful integration are typically seen with stepped care within larger organizations that includes a variety of specialty areas and services. There are no one size fits all models, but implementing essential components of care services based on needs will assist in achieving individual client’s therapeutic goals.

  • How does this support health literacy?

Health literacy are essential skills in order to manage the health and well-being of individuals. Ensuring individuals understand detailed information related to their health is essential. Effective communication between the professional and patient assists in reducing misunderstanding and aids in a complete understanding of the various aspects related to their health. From start to finish, individual’s must have a clear understanding. In addition, patients must be able to easily navigate technological systems and understand written communication. Establishing appropriate health literacy helps individuals develop a clear understanding and gain knowledge related to their health that will assist in achieving health goals and satisfaction.

  • What factors might lead to the failure of the CC/IC delivery model?

There are various factors that might lead to the failure of the CC/IC delivery model. The organizational setting and lack of services may influence the failure of the model. Professionals who lack knowledge or have not been trained in specific areas may cause the model to fail. In addition, there may be a lack of professionals or services available. The patient’s lack of knowledge may also contribute to the failure of the model. With technology on the rise, individuals may lack navigation and lack knowledge of the system. Technology can be costly, thus lack of funds may affect the model as organizations are unable to implement most current and effective strategies. Organizations may not implement the best model for the client population, thus not targeting and meeting the needs of the patient population.

  • How might lack of acceptance of the value or viability of the CC/IC model by stakeholders, lack of awareness of the clinical competencies of various members of the team, barriers to financial reimbursement for services, and lack of integration of support services within the practice cause a breakdown in efficacy?

Stakeholders may have difficulty accepting the value of CC/IC models for several reasons. These may include financial and regulation requirements of the model, sharing of information, development within the workforce, and technology. Stakeholders may lack understanding and knowledge of how CC/IC models work or not understand how to implement a successful model.  Lack of communication, collaboration, and professional interaction between team members are barriers that may cause a breakdown in efficacy (Soklaridis, Kelner, Love & Cassidy, 2009). In addition, a breakdown in efficacy may be due to lack of teamwork as well as lack of understanding of their scope of practice amongst professionals, thus causing confusion. In addition, contractual and payment issues may exist. Insurance policies have various financing and reimbursement structures due to the capitated care for patients (Kelly & Coons, 2012). In addition, contracting laws may vary from state to state, thus causing a breakdown in efficacy.

  • What supportive interventions within the CC/IC model address such issues?

In addition, consider how successful health care models assume an understanding of each profession’s competencies and responsibilities. For example, primary care providers (PCPs) are sometimes unaware of the abilities and practice scope of psychology professionals. Gaining knowledge by engaging in team discussions and staff meetings. Setting clear guidelines and protocol within the organization, provide education and training for professionals, increase communication through patient charting in an organized manner (Soklaridis, Kelner, Love & Cassidy, 2009). Every individual has a specific role and brings their own knowledge, which is beneficial to function as a team. Contributing professional knowledge and understanding allows professionals to reflect on various view points and thoughts in order to effectively function as a team and implement best strategies that targets various needs. Finally, receiving legal advice from a health law attorney may assist in overcoming financial, reimbursement, and contracting issues (Kelly & Coons, 2012).

  • Identify methods of targeted intervention and education for PCPs that might alleviate potential issues for the CC/IC model.

Patients may present PCP with psychological and medical illnesses, thus it is essential for PCP’s to have an understanding of proper assessments and best care for patients. Upon successfully evaluating patients, PCP’s can make a decision on how to best treat the patient. Best treatment may include referring the patient to mental health services that can provide additional or more in-depth care. London, Watson & Berger (2013) state that PCP’s are typically the first provider individuals consult for information and guidance, thus collaboration between PCP’s and mental health professionals is essential. The collaboration will assist in effectively treating patient’s based on their needs. Ongoing training and opportunities for professionals that target assessing, diagnosing, and basic treatment for frequent psychiatric issues will assist in alleviating problems within the CC/IC model and provide best practice for patients (London, Watson & Berger (2013).

  • Explain how the APA Ethical Code of Conduct can be used to guide decisions in these complex situations.

The APA Ethical Code of Conduct can be used as a guideline to address various situations. Section 10 discusses therapy services including obtaining informed consent and ensuring the client is able to ask questions as well as receive answers. In addition, taking appropriate steps to provide services and treatment for clients that is in the best interest of the client and reducing potential risk. Section 7 discusses education and training which relates to the importance of staying current with policies and procedures and spreading the information to appropriate parties. This can be applied to the IC/CC models as every individual has an obligation to stay current and up to date with changes and new discoveries and communicate this knowledge. Section 6 discusses record keeping and fees that provides assistance for professionals. Fees should be consistent with the law and records should be maintained and kept confidential. Protecting patient’s privacy and confidentiality is essential. Privacy and confidentiality may be difficult as professionals need to ensure they are not collaborating or providing information to a colleague who is not part of the services team for the patient. Finally, professionals must ensure they work within their boundaries of competence. Thus, ensuring individuals have a clear understanding of their duties, obligations, and services is essential.

  • Evaluate and comment on the potential work settings where you might find the CC/IC model. In what ways might this model provide more job satisfaction?

According to Kelly & Coons, 2012), CC/IC models may be found in public and private health delivery systems. This may include The Department of Veterans Affairs, Department of Defense, and Federally Qualified Health Centers in urban and rural communities as well as the Indian Health System. Kaiser Permanente and the Mayo Clinic are the largest, private health care companies who implement the CC/IC model (Kelly & Coons, 2012). The CC/IC model may provide more job satisfaction in a variety of ways. This integrated care increases patient’s satisfaction as their needs are being met which assists in the overall attitudes of patients and providers. In addition, professionals collaborate and communicate with other members of their team, which provides support for each other. Establishing guidelines and increasing collaboration amongst team members assists in reducing confusion amongst individuals. Finally, professionals who work within the scope of their boundaries helps to increase confidence, provides effective care, and assists in team building as various team members work together to achieve a common goal.