Quantitative Research to Answer Evaluation Questions
Running head: MULTIDIMENSIONAL FAMILY THERAPY 10
Program Evaluation Plan Part 1: The Clinical Program
Nichole R. Hairston-Purvis
COUN6965 Applied Research Evaluation Mental Health Counseling
May 7, 2017
Capella University
Program Evaluation Plan Part 1: The Clinical Program
This paper describes Multidimensional Family Therapy (MDFT) which is a unified developmentally oriented intervention for adolescent substance abuse and other delinquent behaviors. The first part of this paper covers a definition of the intervention and a literature review. This is followed by a discussion of program evaluation and health needs analysis. The last section addresses ethical and evaluation standards. Appropriate action can only be undertaken if decision makers adhere to a code of conduct in addressing health problems. Multidimensional Family Therapy
Multidimensional Family Therapy (MDFT) is a unified, all-inclusive family centered intervention for adolescent problems and disorders. MDFT focuses on the primary areas of an adolescent’s life and provides an effective and affordable intervention. The primary objective of MDFT is to eradicate substance and drug abuse and other delinquent behaviors such as crime so as to improve adolescent’s functioning at both the school and family levels. The MDFT intervention bolsters the adolescent’s coping and problem solving abilities and enhances the holistic adolescent development through effective family functioning.
MDFT is focused on a number of adolescent delinquent behaviors including drug and substance abuse, aggressive and antisocial behaviors, problems at school and mental difficulties. It is an effective treatment because it is centered on recognized determinants of pubertal problems. The effectiveness of MDFT also stems from being an early intervention and preventive approach that can be applied cross-culturally in both urban and rural settings.
Multidimensional Family Therapy can be applied in a range of primary care facilities and treatment situations. It can also be mapped into a number of programs for focused on adolescent behavior modification. One of the areas in which the intervention can be applied is substance abuse and mental health facilities. In these settings, MDFT can be applied as either an outpatient or residential treatment. MDFT can also be implemented in child welfare and in juvenile justice systems.
Literature Review
Adolescence is a time of prodigious growth and change that includes substantial mental development. Parts of the brain linked with reward and impulsivity are especially activated earlier, with those that restrain risk taking maturing later (Spear, 2013). Consequently, adolescence is associated with risk-taking behavior including substance and drug abuse.
Multidimensional family therapy (MDFT) is a type of family based intervention for treating drug and substance abuse among the adolescents. It is a comprehensive developmentally focused treatment that targets youth substance use and delinquent behaviors. The development of family therapy is based on Freud’s psychodynamic theory which was put forward in the early 20th century. While Freud preferred individual focused therapies, family therapy borrows heavily from the psychodynamic theory.
A number of interventions have been investigated for their effectiveness in modulating substance use among the adolescents. A wide range of family-based interventions exist. This include functional family therapy and multi-systematic family therapy. MDTF is considered to be particularly effective given the long period over which it has been previously implemented. The intervention also integrates principles from both family and individual therapies as well as from counselling in dealing with behavioral and emotional issues linked to substance use (Rowe, 2012).
A number of studies have examined the efficacy of MDFT as compared to other interventions such as group therapy and cognitive therapies. The general finding is that MDFT is a more promising alternative as it results in significantly more reductions in both alcohol and marijuana abuse when compared to this therapies. A meta-analysis conducted on the effectiveness of MDFT in treating adolescents with multiple behavior problems by van der Pol et al revealed the efficacy of the intervention. Compared with other therapies, moderator analysis showed that adolescents with substance abuse problems and other delinquent behaviors benefited more from MDFT as compared to those with less severe problems. It can therefore be concluded that MDFT is an effective intervention for adolescents with substance and drug abuse (van der Pol, et al., 2017).
MDFT aims at establishing a therapeutic alliance with the adolescent that is related although different from that of a parent. This provides a collaborative process through which therapeutic goals that are relevant and beneficial to the teenager can be explored. Consequently, the problem is solved through the presentation of alternative but practical options to the use of substances.
MDFT intervention also incorporate a parent module whereby the focus is on enhancing an emotional connection that acknowledges past and current shortcomings and generates hope. By incorporating the parent in the intervention, their emotional investment in their teenager grows, and in the process magnifies their commitment in the adolescent’s welfare. This forms a fundamental basis for achieving change by providing a foundation for attitudinal and behavioral changes in parenting (Liddle, 2016).
Program Evaluation Model Selected
The model of program evaluation selected for the design of the program evaluation proposal is the logic model. The logic model is a popular tool for program evaluation that enables the conceptualization of a change effort and in evaluating the effectiveness of the program (Longest, 2015). The value of the development of a logic model is that it delivers a roadmap for program evaluation through a graphic description that conceptualizes how the program should work. A logic model offers a conceptual map that displays the relationship of the various inputs and outputs. Logic models are also useful for developing an understanding of the ways in which a program can be improved. This is because they help to identify and measure the probable results in a way that simplifies and emphases program evaluation (Longest, 2015).
The logic model also incorporates the views and contribution of the various stakeholders of the programs. This provides for a robust concerted effort that comprises of members with a shared sense of direction and objective. Strong coalitions enable members to develop a mutual understanding of their intentions which can foster a high degree of participation in development of the program evaluation model.
However, care should be taken when using the logic model as the diversity of the various groups, while an advantage can also present a challenge. This is because the diversity of opinions and views can make the development of a sound logic model challenging. This can make it harder to engage all members in participating in the programs. The result of this is that it makes it impossible to keep all members productive which results in stretching organizational resources. The solution to this challenge lies in training the participants on the effective use of these models. Providing technical training to those involved in the project can result in resilient projects that are able to achieve their goals (Longest, 2015).
Needs Assessment
Needs Assessment will be aimed at identifying the needs of the targeted area and the expected result that would result in an increase in the quality of life. This will begin with the gathering of primary data that will be used to decide on priorities through a participatory planning approach that will involve the members of the community (Chandra & Blanchard, 2013). Some of the options utilized in collection of data include the administration of questionnaires which can be done face-to-face or through the phone. Surveys can also be used in data collection. Using surveys enables the public health professional to obtain direct feedback from the public. Surveys are beneficial in that they can create community consciousness on certain particular problems. Moreover, they can also be personalized to fulfill the particular requests of the customer. Focus groups can also be used to understand the needs of the community.
During this phase, the public health program designers seek to achieve an understanding of the societal issues that could affect the standard of living of the community members. To ensure focus on community wants and needs as well as the effective use of the available resources the outcome sought by the target population will be addressed through social assessment, participatory planning and through a solution analysis. This is because of the need to consider the time frame required for the successful deployment of the HNA, the resources that will be deployed and what will be involved in the assessment. There is also need for satisfactory incorporation of the understanding acquired into the organization of health services.
A qualitative and descriptive approach to identify variations in public health services and in access to those services so as to eliminate those variances and subsequently improve the health of a community (Chandra & Blanchard, 2013). Adequate integration of the results of the assessment will also be conducted done in the planning of local services in order to achieve success.
The health needs assessment will also be conducted by public health professionals. Other professionals in the healthcare sector such as the primary care teams and health centers will also be incorporated in this vital exercise. This integration of the personal understanding of the professionals on the targeted population and the assessment of their health needs will ensure that the information obtained is complete and accurate so as to achieve the expected results
Ethical and Evaluation Standards
To ensure that the evaluation program is conducted appropriately, the ACA 2014 ethical standards are vital. This code provides ethical guidelines and the professional obligations of practitioners and their responsibility to their clients (Barnett & Johnson, 2015). Section A of the code outlines the requirements of the counseling relationship. This section ensures that counselors build a relationship with clients that is based on trust and respect for the client. Section B of the code provides guidelines for ensuring respect for the privacy and confidentiality of the client (Barnett & Johnson, 2015).
The most important section in evaluation of programs is section E which provides the ethical guidelines for carrying out assessments to guide treatment plans and the selection of an intervention. Counselors are requiring to appreciate the importance of the assessment in the treatment of the patient. This is aimed at ensuring that the requisite attention is given when conducting program evaluations (Barnett & Johnson, 2015). Counselors are also required to interpret the assessments correctly and to consider cultural issues. This also ensures that the evaluation is conducted effectively.
References
Barnett, J., & Johnson, B. (2015). Ethics desk reference for counselors. Alexandria: American Counselling Association.
Chandra, A., & Blanchard, J. (2013). 2013 interactive community health needs assessment. Rand Corporation.
Liddle, H. (2016). Multidimensional Family Therapy. In T. Sexton, & J. Lebow, Handbook of Family Therapy (pp. 231-252). New York: Routledge.
Longest, B. (2015). Health program management: from development through evaluation. San Francisco: Jossey-Bass & Pfeiffer.
Rowe, C. (2012). Family Therapy for Drug Abuse. Journal of Marital and Family Therapy, 59-81.
Spear, L. (2013). Adolescent Neurodevelopment. Journal of Adolescent Health 52(2), 7-13.
van der Pol, T., Hoeve, M., Noom, M., Stams, G., Doreleijers, T., Domburgh, L., & Vermeiren, R. (2017). Research Review: The effectiveness of multidimensional family therapy in treating adolescents with multiple behavior problems -a meta-analysis. Journal of Child Psychology and Psychiatry, 532-545.
Royse, D., Thyer, B. A., & Padgett, D. K. (2010). Program evaluation: An introduction (5th ed.). Belmont, CA: Wadsworth/Cengage Learning.
