My logic model from last week with the professors feedback underneath. Please re

My logic model from last week with the professors feedback underneath. Please re

My logic model from last week with the professors feedback underneath. Please read it and do this weeks discussion based on this logic model.
Underlying Causes
Intervention Activities
High rates of recidivism and struggles with community reintegration among juvenile offenders contribute to perpetual cycles of crime and incarceration that are costly for both individuals and society.
Many juvenile offenders lack positive support systems and the skills needed to become productive members of their communities.
Juvenile offenders with substantial educational deficits, mental health issues, and positive coping mechanisms need comprehensive, multi-component support to successfully transition back into the community after periods of incarceration or court-mandated interventions.
Their complex needs span behavioral, psychological, academic, and socioemotional domains.
Family dysfunction and lack of positive support systems
Neighborhood violence and negative peer influences
Academic failure and disengagement from school
Unaddressed mental illness and trauma
Substance abuse issues
Intergenerational cycles of delinquency and criminality
Individual and group cognitive-behavioral therapy targeting criminal thinking, anger management, substance abuse
Therapeutic Relating
Practical Problem-Solving
Schema Change
Embracing the Human Condition
Improved mental health and emotional regulation
Increased educational/vocational skills and self-efficacy
Developed positive support systems and pro-social bonds
Reduced substance abuse
Decreased engagement in criminal/delinquent behaviors.
Program Focus
Program Activities
Providing comprehensive rehabilitation and community reintegration services for high-risk juvenile offenders.
Licensed/certified therapists, counselors, case managers
Evidence-based therapeutic curricula (CBT, DBT, motivational interviewing, etc.)
Clinical assessment and treatment planning tools
Private counseling rooms/group rooms for therapy sessions
Funding for staffing, resources, client outreach
Biopsychosocial assessments and individualized treatment planning
Individual cognitive-behavioral therapy
Anger management and emotional regulation group therapy
Substance abuse counseling (individual and group)
Mental health counseling (trauma, depression, anxiety, etc.)
Family counseling support (as needed)
Life skills psychoeducational groups
Case management and coordinated service provision
Number of completed clinical assessments
Hours of individual and group therapy sessions
Several individualized treatment plans created
Family counseling sessions held
Life skills group sessions conducted
Reduced recidivism rates among participating youth
Improved emotional regulation and anger management
Decreased substance abuse and mental health symptoms
Developed coping skills and pro-social attitudes
Increased family support and communication (when applicable)
Enhanced life skills and decision-making abilities
Provide 1-2 paragraphs that provide more details on any two aspects of your practice-level model outline (your choice) and cite resources that inform your views.

Underlying causes
Underlying causes is a significant section of the logic model because it helps perpetuate the causative factors of an identified problem (Luck et al., 2019). The underlying causes and risk factors contributing to delinquent behavior among high-risk juvenile offenders span from individual, family, peer, school, and community contexts. At the individual level, mental health issues like trauma, substance abuse disorders, impulsivity, and emotional dysregulation increase the propensity for antisocial behavior. Many juvenile offenders have experienced complex trauma from abuse, neglect, or exposure to violence. On the other hand, there are also risk factors that emerge from family settings, including household dysfunction, poor parenting practices, domestic violence, and lack of positive support systems. Problems exhibited in families can largely contribute to strained parent-child relationships and deficient parental monitoring/supervision, thus facilitating estrangement behaviors among teens. Delinquent behavior is also influenced by peer influence, where high school adolescents associate illegal behaviors like gang involvement and drug abuse as a way of being accepted into specific groups (Dudley, 2020).
High-risk juvenile offenders face substantial barriers and service gaps upon community re-entry, perpetuating cycles of delinquency and incarceration. This problem is perpetuated by the fact that most of those individuals are from dysfunctional families who may not add any positive value to their integration (Dudley, 2020). That said, the problem extends to the nature of rehabilitative programming offered to them, which doesn’t go beyond basic academic instruction. However, academic deficits represent just one facet of juveniles’ complex needs, spanning mental health, substance abuse, vocational skills deficits, and lack of pro-social support. Long-term rehabilitation is also impeded by the fact that juvenile offenders are accorded fragmented care, which fails to take into account the transition between residential programs, the community, and possibly re-incarceration.
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford
University Press.
Luck, K. E., Doucet, S., & Luke, A. (2019). Developing a logic model to guide the Planning and Evaluation of a Navigation Center for Children and Youth With Complex Care Needs. Child & Youth Services, 41(4), 327–341.
Edited by Jane Patricia Yank on Mar 28 at 11:21pm
ThursdayMar 28 at 11:20pmManage Discussion EntryAngela, what specifically do one individual or one group need that you could build a specifically-tailored program around? The practitioner level logic model is supposed to focus on one person, much like a single-case study. The program-level logic model develops a program with one type of client in mind, but for current and future clients.
This is a discussion post and does not need to be formatted as a paper
According to Dudley (2020), measurable outcomes (or objectives) can have three properties: performance, conditions, and criteria. Performance refers to the observable action taken in order to achieve the outcome, whereas conditions include the context surrounding the action (e.g., after, if, during). Finally, criteria refer to the quality of the performance (e.g., duration, frequency, degree of progress). These properties give the outcome sufficient detail in order to define the exact specifications for achievement. Each individual outcome must also connect up logically and work toward the overarching goal.
Last week, you sketched out the goal and outcomes of your proposed program. Now, in this Discussion, you use the lens of measurement to refine, elaborate, or clarify your drafted outcomes.
Reference: Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
Review Chapter 7 of the course text for information about creating goals and objectives/outcomes. See the examples regarding the three properties of measurable objectives: performance, conditions, and criteria.
Refer to your program-level logic model from last week. Consider the overall aim/goal and outcomes for your proposed program.
Briefly describe the overarching aim/goal of your proposed program.
Select two outcomes from your program-level logic model and write them in a sentence format that includes performance, conditions, and criteria.
Explain how these outcomes would support the overarching aim/goal of the program.
Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
oChapter 7, “Crafting Goals and Objectives” (pp. 149–168)
oChapter 9, “Is the Intervention Effective?” (pp. 215–250)
Noordink, T., Verharen, L., Shalk, R., van Eck, M., & van Regenmortel, T. (2021). Measuring instruments for empowerment in social work: A scoping reviewLinks to an external site.. The British Journal of Social Work, 51(4), 1482–1508.
Walden University Library. (n.d.). Tests & measuresLinks to an external site..…

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