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1 Program Evaluation Plan Part 3: Communicating Results Regene Best Capella University COUN6965: App Rsch Eval Mental Hlth Coun Professor Chris Kladopoulos September 15, 2023

2 Program Evaluation Plan Part 3: Communicating Results This paper will explore results realized in a program evaluation and how the communication system will create effective harmony with stakeholders. Communicating results takes different forms such as verbal presentations with supporting charts and case studies among others. The paper will focus on the results realized upon the evaluation of the Richmond Foster Care Program that focuses on adolescents suffering from attention deficit hyperactivity disorder (ADHD). The program addresses adolescents suffering from ADHD within West Virginia. The data acquired focuses on the damage caused by ADHD across adolescents from different backgrounds. Both genders were considered. The data also focuses on the effectiveness of the treatment methods upheld by the experts in foster care. To communicate the program evaluation results effectively, this paper will narrow down to communicating results to counselors and colleagues, communicating results to stakeholders, ethical and cultural considerations when communicating results, using results to improve the program, and using results to advance the counseling field. Evaluation Results for Richmond Foster Care Program Richmond Foster Care program focuses on adolescents from different backgrounds. No gender, religion, sexual orientation, or racial aspects of a participant will hinder them from receiving the service. Instead, the sampling of participants is based on age ranging between 12 to 18 years. The second criterion for selection is based on the presence of ADHD symptoms. All participants must be suffering from ADHD. Both qualitative and quantitative methods were used to evaluate the participants. Various magnitudes of symptoms determined the extent a client was subjected to the various therapeutic interventions. A research question informs the evaluator of the scope of the various tasks upheld in the process. At least two questions were involved.

3 I. To what extent do adolescents with ADHD have control over their behavior? This question focused on the time constructs of the therapy offered to offset ADHD symptoms. Using correlational research design, the evaluator will explore the time constructs. As a quantitative research method, correlational research design investigates relationships between two variables without the researcher controlling or manipulating any of them (Creswell & Creswell, 2017) . It is imperative to outline the variables involved because they determine the direction the data collection, analysis, and presentation take. In this case, the dependent variable was the frequency of irrational behavior while the independent variable was the symptom severity. The results presented to the stakeholders will be partly based on the findings of this question. II. How can I tell if a chosen therapy is effective? The second question addresses the effectiveness of the therapy chosen. According to Coghill et al. (2021), Trauma-focused cognitive behavioral therapy (TF-CBT) is more compatible with adolescents suffering from ADHD. Therefore, identifying the aspects involved in addressing the symptoms is imperative. Every research question must be addressed by integrating a specific research design. A qualitative intervention was more appropriate in this case where the evaluators incorporated a phenomenological research design. According to Dannels (2018), researchers use phenomenological research designs to understand a phenomenon's universal nature by exploring the views of those who have experienced it. Overall, the main goals of the program evaluation are to establish the effectiveness of the methods incorporated to restore normal health among the affected adolescents. Providing a systematic way of studying the impact the program has on its target population is imperative. The program also aims to reduce the incidence of ADHD symptoms among the affected adolescents in West Virginia. Locating and highlighting the

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4 problems caused by ADHD inversion is imperative. This ensures that the best interventions are considered to address the vision and mission of the program. In a nutshell, the evaluation will determine what is well and what needs to be improved in the wake of establishing zero incidences of ADHD in the West Virginia community. Communicating Results to Counselors and Colleagues The findings obtained from the program evaluation process must be presented to the main stakeholders. Counselors implement the therapies recommended to the participants. Colleagues provide direct support to ensure the full realization of the process. Processing a final report and presenting it through common methods such as PowerPoint is imperative. Under this section, the counselors and colleagues are the major beneficiaries of the results presented. Information about the main stressors and risk factors as reported by the participants is imperative. Counselors need to understand the main stressors accelerating the number of ADHD symptoms in adolescents. This is in addition to understanding the severities especially when different genders and cultural backgrounds are considered. Eventually, identifying the strengths of the treatment plan integrated to help the participants is vital. Both counselors and colleagues should understand and appreciate the effectiveness of the methods. However, if the methods are ineffective, adjusting appropriately is imperative (Giancola, 2021). Written and verbal categories of communication will be effective for the counselors and the colleagues. These are the people who need in-depth information that would define the next course of action. Written communication is concise, short, and to the point (Royse et al., 2010). On the other hand, verbal communication, which ranges from formal to informal, brings more interactions that bolster commitment and engagement. Communicating Results to Stakeholders

5 Stakeholders include everyone who associates themselves with the program. This includes the sponsors, the parents and guardians, health agencies, the Ministry of Health, and the general community among others. Based on the competing interests harbored by the various stakeholders, upholding different communication methods will be imperative. Using graphical presentations of simplified PowerPoint presentations will be appropriate when addressing the board members and the grantors. The mentioned stakeholders will be keen on the outcome rather than the full process and activities involved. Other stakeholders may make use of electronic methods such as websites and webinars to address a bigger audience irrespective of their geographical space. Ethical and Cultural Considerations When Communicating Results Ethical considerations create a clear path upon which results flow from the evaluators to the various audiences without unnecessary prejudices and discrimination. Open and transparent communication ensures nobody is sidelined in the communication process. According to the American Counseling Association (2014), section G.4.d. requires the program evaluators to consider the identity of the participants such that revealing their identities should be done upon their authorization. A professional review ensures no cultural biases are encountered in the communication of results as stipulated in section G.5.h. of the ACA Codes of Ethics (American Counseling Association, 2014). Observing cultural sensitivity is imperative when communicating results to everyone within the evaluation structural frame. According to Dubois-Comtois et al. (2021), cultural competence in evaluation upholds respectful and responsive evaluation to those involved while also improving the overall effectiveness of work in cross-cultural settings. Adolescents also need respectful appreciation and inclusion in the program proceedings.

6 Otherwise, as a sensitive group in the community, adolescents may easily resist cooperating as required by the program constructs. Using Results to Improve the Program Several insights can be deduced from the findings. The future of a successful program depends on immediate outcome since effective decision-making is done per the goals achieved. The results from the program evaluation regarding the management of ADHD in adolescents within West Virginia significantly inform the stakeholders especially the counselors of the effectiveness of the therapy involved. In a situation where the TF-CBT fails to solve the ADHD symptoms among adolescents, it would be imperative to consider a different therapy. Additionally, the results presented will inform the program planners and evaluators of the most appropriate scope of evaluation. The mentioned analogy may limit the number of participants or expand the geographical scope to capture more individuals. Lastly, the data received will be vital to the Ministry of Health, government, and private health agencies, and the general community of a client’s condition to ensure they are handled with care. The data is also imperative for future research. Using Results to Advance the Counseling Field Mental health counseling is a wide field with evolving professional insights. Program evaluation provides vital information about tested and effective therapies. When evaluators embark on inclusive how effective a given therapy is in addressing a specific mental health condition, they tend to create an assurance about the theoretical perspectives learned in class. According to Ehlers et al. (2021), program evaluation results provide critical guidance in the development of counseling programs while ensuring utmost accountability in the long run. Conclusion

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7 This paper focused on the essence of communicating results obtained from the program evaluation. The TF-CBT was found to be effective in handling adolescent issues because it embraces trauma treatment tools. Other components addressed include the effectiveness of results as the evaluators embark on self-care as they project the new plan. the most probable communication methods were written reports, graphical presentations in a PowerPoint, verbal narrations, websites and webinars among others.

8 References American Counseling Association. (2014). 2014 ACA code of ethics. http://www.counseling.org/resources/aca-code-of-ethics.pdf Coghill, D., Banachek, T., Cortese, S., Asherson, P., Brandeis, D., Buitelaar, J., ... & Simonoff, E. (2021). The management of ADHD in children and adolescents: bringing evidence to the clinic: a perspective from the European ADHD Guidelines Group (EAGG). European child & adolescent psychiatry, 1-25. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications. Coghill, S. A. (2018). Research design. In The Reviewer’s guide to quantitative methods in the social sciences (pp. 402-416). Routledge. Dubois-Comtois, K., Bussers, E., Cyr, C., St-Onge, J., Baudry, C., Milot, T., & Labbé, A. (2021). Are children and adolescents in foster care at greater risk of mental health problems than their counterparts? A meta-analysis. Children and Youth Services Review, 127, 106100. https://doi.org/10.1016/j.childyouth.2021.106100 Ehlers, A., Wiedemann, M., Murray, H., Beierl, E., & Clark, D. M. (2021). Processes of change in trauma-focused CBT. European Journal of Psychotraumatology, 12(sup1), 1866421. Giancola, S. P. (2021). Program evaluation : embedding evaluation into program design and development. Sage. Royse, D., Thyer, B. A., & Padgett, D. K. (2010). Program evaluation: An introduction (5th ed.). Wadsworth/Cengage Learning.

Regene_Best_unit_10_assignment

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