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A Programme Evaluation PROCESS EVALUATION of the E.A.S.Y. Programme.

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A Programme Evaluation PROCESS EVALUATION of the E.A.S.Y. Programme By Damian Powell ABSTRACT This document reports on the process evaluation of the E.A.S.Y programme, an intervention programme in Kingston, Jamaica that was created to reduce anger, violence, and emotional loss of control in adolescents. Leahcim T Semaj and Co.-The JobBank offered a 2 month course of seminars directed to adolescent High School boys displaying delinquent and/or deviant behaviour. The course was intended primarily to find preventative measures and effective curative actions to eliminate the problem of delinquency. This paper presents the outcome and process evaluation of the course. Pre and post-test data was collected for each student, in each session that was conducted, and for the course overall. For the students, the data shows decreased anger, increased tolerance levels, and a general change in attitude. Reasons for the outcomes are discussed as are shortcomings and recommendations for the future of the programme. Process evaluation and Outcome evaluation are also discussed as it relates to the implementation and outcome of the course. LITERATURE REVIEW Process evaluation is the essential to gaining a proper understanding of the internal dynamics of a social psychological intervention and to properly assess the quality of the programme. According to the National Institute of Justice (National Institute), process evaluation adds a qualitative dimension to the descriptive statistics furnished by a monitoring system. Israel et al (n2) list the objectives of process evaluation as "feedback on program implementation, site response, participant response, practitioner response, and personnel competency." Another use of process evaluation is as a tool for improving and refining interventions while they are being implemented, as well as to explain and interpret the outcomes of interventions.(n2-n4) Also, process evaluation is necessary for getting the data and documentation required for creating similar programmes to the one being assessed.(n5, n6) A process evaluation must be theoretically based and methodologically sound to attain professional and/or academic acceptance. ...read more.


These same assessments were administered at the end of the programme so that they could compare results Pre exposure to the programme against Post exposure. Facilitator Questionnaires Each facilitator was asked to complete a questionnaire requesting background information (e.g., age, level in school, ethnicity, and experience with adolescents), prior experience with and attitudes toward the curriculum topics (e.g., alcohol and drug use), and their perceived self-efficacy about influencing others. Analysis of background data provided a description of the facilitator population. The facilitations included trained Guidance Councillors along with Dr. Semaj and first degree level psychology university graduates. Students Questionnaires The students were given questionnaires to assess themselves before and after the programme. This questionnaire was similar to the one that the guidance councillors completed so that comparison could be done between the students and the facilitators views on the effects the programme had been having. Training Evaluation The facilitators were talked to by Dr. Semaj who gave them specific instructions on how to talk to the students and the possible problem they may encounter. He instructed facilitators to be cogizant of the background of the students and the reasons they were there. Some of the participants were thought to be suffering from depression and other emotional disorders so it was important for facilitators to always are conscious of the words they used and for them to look out for behaviour that the questionnaires and tests would not record. Sessions were poorly attended by the guidance councillors and when they did attend was frequently guilty of being late. Observation of Session Content The sessions were observed on two occasions. Observation was based on: 1. Gaining a better understanding of the way in which the programme was administered and 2. Observing student behaviour including group behaviour, attention, willingness to participate, anger management and discussion of concepts such as understanding external and internal emotional triggers, how thoughts help create anger, and the costs and benefits of anger and aggression FINDINGS FROM THE EVALUATION All the students in the programme completed the psychometric tests SRA(r) ...read more.


months? Select relevant options Teachers ? Yes ? No Principal/Vice-Principal ? Yes ? No Prefects ? Yes ? No Class Monitor ? Yes ? No Other Classmates ? Yes ? No Younger Students ? Yes ? No Older Students ? Yes ? No 3. How would you best describe the student in question? ? Reclusive ? Friendly ? Aggressive ? Mild Mannered ? Immature ? Mature ? Other 4. Is the student a member of any gang? ? Yes ? No IF YES, what is the name of the gang? 5. Are the student's friends considered 'bad company'? ? Yes ? No Has he continued to hang-out with them over the last two (2) months? ? Yes ? No 6. Is he a member of any school club/organization or sports team? ? Yes ? No Name the club(s) or sport(s) 7. Has the student been reported for the use of any of the following substances in the last two (2) months: * Marijuana (ganja) ? Yes ? No * Cigarette ? Yes ? No * Cocaine (Coke) ? Yes ? No * Crack ? Yes ? No * Alcohol ? Yes ? No IF YES, what? Other 8. Have you noticed any improvements in his behaviour in the last two (2) months? ? Yes ? No IF YES, please explain. 9. Has the student's participation in class activities/discussions changed in the last two (2) months? ? Increased ? No Change ? Decreased 10. Has anyone noted any behavioural improvement in this student? ? Yes ? No 11. How Often does he get into fights at school since attending Sessions? ? Very Often ? Sometimes ? A Few Times ? Never Answers to Question 12 should be based on the student's last report card 12. What is the student's average grade? (%) In what subject does the student perform the BEST? Grade: (%) What subject(s) has the student failed on his last report? 13. Has the student been suspended from school since the start of the E.A.S.Y. programme? ? Yes ? No IF YES: How many times? For what reason(s)? 14. ...read more.

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