Response to Maranda

Presentation to Colleagues Research is key to social work practice and helps validate the data behind a successful program. Using a process evaluation is unique in the way that it is used to evaluate a program that is actively operating to address gaps, areas for improvement, and areas of success (Bliss & Emshoff, 2002). The important distinctions of process evaluation must be well described in order to not confuse it with outcome evaluations. Rather than address solely the outcome of a program, process evaluations aim to address how the program is or is not effective and how it may be improved or implemented differently (Law & Shek, 2011). For this case example, teaching about this difference can impact the results of the research to ensure that the process of the intervention is assessed rather than the final results. For the case example, the PATHS program obtained data through surveys based on observations made by independent researchers (Law & Shek, 2011). This design supports the concept of process evaluation to ensure that it focuses on the program implementation and the program success (Law & Shek, 2011). Additionally, having independent observers supports more unbiased information and assessment. When delivering the results of the PATHS program, it’s important to address the specific research questions and also present data. Colleagues closely involved with the program may be concerned that the evaluation was inaccurate or does not adequately portray the abilities of the program, so presenting data can support the results. Overall, the importance of designing an adequate research method for a program is essential to addressing an issue and answering specific research questions.

Background and Key Message Training and ongoing education is essential to any profession including social work. Ensuring that research and evaluation models are not only taught, but understood is an important element to social work practice and promoting evidence based treatment. In this case, the importance of addressing an appropriate model for research can support valuable results. For instance, designing specific and broad research questions may assist in developing the type of model that may be most effective. Educating colleagues on what these research questions were would be helpful. Determining whether the model is collecting qualitative or quantitative data may be instrumental depending on the questions being asked. In this case, addressing the success of the intervention may be measured from the observation of researchers. In a different study, the purpose may be to develop an understanding for training staff, so observing or interviewing staff may be more appropriate. The social worker’s ability to determine which research model will support their research and outcomes. When educating colleagues about these differences, it’s important to provide insight to why this model was chosen to evaluate the program so there is understanding of why this model was considered more appropriate than others.

Questions and Response In order to educate colleagues, addressing their questions or concerns with the process evaluation may support their learning. While social workers and other professionals

should be interested in ongoing education, supporting the education with topics of interest is, of course, a method to support their interest. As references previously, the concern for choosing which model of research may be most beneficial if likely to be a question. Additionally, if results did not prove effective intervention, there may be concern that the evaluation did not adequately portray the importance of the program. Either of these questions or concerns may be expected among colleagues of the program being evaluated. By addressing the questions and supporting the answers with data and research-based information, concern can be minimized. Lastly, colleagues may have questions related to how to best implement research within their scope of practice and may feel intimidated by the information, so ensuring practical skills and direct application or these research models may be insightful as an educator. Overall, the purpose of using research and how to carry-out research is expected to be beneficial for the colleagues and hopefully, would encourage further research in the field.

References Bliss, M. J., & Emshoff, J. G. (2002). Workbook for designing a process evaluation. Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook- for-designing-a-process-valuation.pdf

Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.) Oxford University Press.

Law, B., & Shek, D. (2011). Process Evaluation of a Positive Youth Development Program: Project P.A.T.H.S. Research on Social Work Practice, 21(5), 539-548.