College of Education

School of Continuing and Distance Education 2017/2018 – 2018/2019 ACADEMIC YEAR

SESSION #10 : Evaluation of Social and Community Intervention Programmes

LECTURERS: Prof Charity Akotia Dr Enoch Teye-Kwadjo

DEPARTMENT: Department of Psychology Contact Information: cakotia@ug.edu.gh; eteye-kwadjo@ug.edu.gh

Course Information

Provide the following information:

Course Code: PSYC448

Course Title:

Community Psychology

Course Credit

3 Credits

Session Number & Session Title:

Session #11: Evaluation of Social and Community Intervention Programmes

Semester/Year: Second Semester/2018-2019

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Course Instructor’s Contact

Provide the following information:

Course Instructor(s) Name

Prof Charity Akotia Dr Enoch Teye-Kwadjo

Office Location School of Social Sciences Department of Psychology

Office Hours By Appointment (Charity) Monday, 10:00am-12:00pm (Enoch)

Phone +233208127695 (Charity) +233544655650 (Enoch)

E-mail cakotia@ug.edu.gh (Charity) eteye-kwadjo@ug.edu.gh (Enoch)

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Session Overview

• Welcome to session 11. In session 10, you learned about about community and social interventions programmes. You discussed the importance of and the settings for social and community intervention programmes. You were also introduced to the design and implementation of social and community interventions. In this session, you will learn about evaluating social and community intervention programmes, the types of programme evaluation available, as well as the reasons for programme evaluation.

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Session Outline

The key topics to be covered in the session are as follows:

• Logic of programme evaluation

• Complaints about programme evaluations

• Four-step model of programme evaluation

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Session Learning Goals

• The goals of this session are to:

– Demonstrate the ability to explain programme evaluation.

– Demonstrate the ability to discuss common complaints about programme evaluation.

– Demonstrate the ability to describe the four-step model of programme evaluation.

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Session Learning Objectives

• The desired measureable learning objectives students will achieve upon completion of this session are to.

– Explain the logic of programme evaluation.

– List common complaints about programme evaluation.

– Discuss the four-step model of programme evaluation.

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Session Learning Outcomes

• By the end of this session, you should be able to:

– Explain the logic of programme evaluation.

– List some common complaints of programme evaluation.

– Describe the four-step model of programme evaluation.

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Session Activities and Assignments

This week, complete the following tasks: • Log onto the UG Sakai LMS course site:

http://sakai.ug.edu.gh/XXXXXXXXX • Watch the Videos for Session 11 – Evaluation of Social

and Community Intervention Programmes • Review Lecture Slides for Session 11 – Evaluation of

Social and Community Intervention Programmes • Read Chapter 14 of Recommended Text - Kloos et al.

(2012). Community Psychology. Linking Individuals and Communities, pp. 420–440

• Visit the Chat Room and discuss the Forum question for Session 11 .

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Reading List

• Required Text

• Akotia, C. S. (2014). Community psychology: Moving psychology into the community. In C. S. Akotia & C. C. Mate-Kole (Eds.), Contemporary psychology: Readings from Ghana (pp. 163-177). Tema: Digibooks Ghana Ltd.

• Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M. J., & Dalton, J. H. (2012). Community psychology: Linking individuals and communities. New York: Wadsworth.

• Nelson, G., & Prilleltensky, I. (2010). Community psychology: In pursuit of liberation and well-being. New York, NY: Palgrave Macmillan.

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LOGIC OF PROGRAMME EVALUATION

Topic One

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Logic of Programme Evaluation

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Logic of & Reasons for Programme Evaluation

• It looked like a good idea, but how do we know if it is really working?:

• Each year, millions of Ghana Cedis in tax money, donor funding, and loans is spent to do good things in Ghanaian communities: – To sink a borehole

– To construct a market

– To construct roads

– To feed school children

– To train teachers and nurses

– To create HIV/TB awareness, etc.

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Logic of & Reasons for Programme Evaluation

• Each year, citizens volunteer time, energy, money, and effort to promote social and community goals.

– Is that money, time, and effort making a difference in the community?

– How can we know if a community HIV awareness programme, supported by tax payers money is achieving its goals?

• Programme evaluation is essential to providing answers to these questions. That is, without programme evaluation, we may not be able to answer these questions.

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Logic of & Reasons for Programme Evaluation

• Evaluation of community interventions programmes are necessary for programme improvement and effectiveness.

• Programme evaluation must therefore be done with sensitivity to the community contexts in which interventions programmes operate.

• Programme evaluation can provide relevant information on outcomes and impacts of programmes and guide discussions about values, goals, and procedures.

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Logic of & Reasons for Programme Evaluation

• Programme evaluation helps programme staff and community members to take good decision regarding the future of the programme.

• Programme evaluation helps programme staff and community members to know whethere or not the programme is working according to plan.

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Logic of & Reasons for Programme Evaluation

• Programme evaluation ensures financial accountability.

• Programme evaluation provides evidence for accreditation purposes.

• Programme evaluation helps to answer requests for information by funders, media houses, and governmental institutions.

• Programme evaluation helps to learn about the unintended effects of a programme.

• Programme evaluation may provide the possibility for a programme redesign.

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WHY INTERVENTION PROGRAMMES FAIL

Topic Two

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Why Intervention Programmes Fail

• There are two main reasons why community intervention programmes may not work. These are:

1. Theory failure: Programme theory refers to the rationale for why a particular intervention programme is considered appropriate for a particular social problem, with a specific target population, in a particular cultural and social context.

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Why Intervention Programmes Fail

2. Implementation failure: It concerns the quality of programme implementation. A programme that was effective somewhere may not work with your target population because its implementation in your locality may be weak due to lack of resources, inexperienced staff, insufficient training, etc.

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EXERCISE

Topic Three

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Individual Exercise

1. Exercise 1: Identify and list some of the implementation failures of the following intervention in communities in Ghana:

– Microfinance (using collapse of DKM as an example)

2. Exercise 2: Critically evaluate the theories behind the following social intervention programmes.

– School feeding programme

– National health insurance scheme

– Affirmative action

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COMMON COMPLAINTS & FEARS ABOUT PROGRAMME EVALUATION

Topic Four

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Common Complaints & Fears about Programme Evaluation

• Evaluation can create anxiety among programme staff.

• Staff may be unsure how to conduct evaluation.

• Evaluation can interfere with programme activities or compete for scarce resources.

• Evaluation results can be misused and misinterpreted.

• Fear that evaluation will inhibit innovation.

• Fear that the programme will be terminated.

• Fear of losing control of the programme.

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FOUR-STEP MODEL OF PROGRAMME EVALUATION

Topic Five

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Four-Step Model of Programme Evaluation

• Linney and Wanderman (1991) proposed the four-step model of programme evaluation. The four-step model is based on the logic model of evaluation.

• A logic model is a graphic that provides an easy and simple way of understanding the interrelationships between the conditions that bring about the need for an intervention programme in a community, the activities that will be undertaken to address the conditions identified, and the outcomes and impacts that the activities will produce.

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Four-Step Model of Programme Evaluation

• Example of logic model:

• Source: University of Missouri

(http://extension.missouri.edu/staff/programdev/plm/)

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Four-Step Model of Programme Evaluation

• Explanatory notes on example logic model:

• Source: University of Missouri

(http://extension.missouri.edu/staff/programdev/plm/)

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Situation: problem or issue that the program is to address sits within a setting or

situation from which priorities are set

Inputs: resources, contributions and investments that are made in response to the

situation. Inputs lead to

Outputs: the activities, services, events, and products that reach people and users.

Outputs lead to Outcomes: the results or changes for individuals, groups, agencies, communities

and/or systems.

Assumptions: beliefs we have about the program, the people, the environment and

the way we think the program will work

External Factors: environment in which the program exists includes a variety of

external factors that interact with and influence the program action.

Four-Step Model of Programme Evaluation

• The four-step model is made up of the following components:

• Step 1: Identify goals and desired outcomes:

• Step 2: Process evaluation

• Step 3: Outcome evaluation

• Step 4: Impact evaluation

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Four-Step Model of Programme Evaluation

• Step 1: Identify goals and desired outcomes:

– Goals represent what a programme is striving for (e.g., to reduce teen pregnancy) and outcomes such as increases in attitudes rejecting teen pregnancy.

– Ask the questions:

– What were we trying to achieve?

– Whom were we trying to reach?

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Four-Step Model of Programme Evaluation

• Step 2: Process evaluation:

– It involves monitoring programme activities to know if all parts of the programme are being conducted as planned and helps to re-direct resources to where they are most needed.

– Ask the questions:

– What did we do to implement this programme?

– What were the actual activities of the programme?

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Four-Step Model of Programme Evaluation

• Step 3: Outcome evaluation:

– It involves measurement of the short-term effects of a programme on its participants or recipients.

– Measure the desired outcome of the programme.

• Step 4: Impact evaluation:

– It is concerned with the ultimate effects desired by a programme.

– Measure the desired impact of programme.

– Note that “Outcomes” are short-term results of a programme, whereas “impacts” are ultimate or long-term effects of a programme.

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FORUM QUESTION

Topic Six

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Forum Question

• Think about how you might use the four-step evaluation model in practice. For each of the two programmes that follow (a & b), think about how they may work in your locality. a) A programme to reduce teenage pregnancy in a junior high school.

b) A community programme to reduce poor environmental sanitation.

• Be sure to identify the following for each programme: i. Overall goals

ii. Specific objectives

iii. A target population

iv. How to gather process evaluation information

v. How to measure programme outcomes and impacts

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References

• Linney, J. A., & Wandersman, A. (1991). Prevention plus III: Assessing alcohol and community level: A four-step guide to useful programme assessments. Rockville, US: Department of Health and Human Services.

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