Table of Content

Page #.

Introduction .. 3-4

Programme Description . 4-7

Reflection . 5

Needs . 5-6

Objectives . 6

Target Group . 6-7

Expected Outcomes . 7

Model Comparison . 7-10

Goal Oriented Model . 8

Naturalistic Model . 8-9

The Comparison . 9-10

Discussion & Justification . 11-14

Selection . 11

Practical Evaluation Process . 11-13

Benefits . 13-14

Validity & Reliability . 14-15

Program Evaluation . 16-23

Purpose . 17-18

Evaluation Plan . 18-21

Log Frame . 21-26

References . 27-30
 EDID 6504 The Holistic Development Initiative 2

Introduction

The five (5) Bs initiative is a current and recent program which has been implemented

in Guyana. This initiative was originally conceived, implemented and continues to be

developed by the current president of the Cooperative Republic of Guyana: Hon. David

Granger who began the program as the three (3) Bs initiative in a personal and intentional

effort to assist children and communities in need (Kaieteur, 2016). It is important to note that

the three (3) Bs stand for boats, buses and bicycles as the president seeks to ensure that

there is equitable access to education for all children.

While the need for this program arose after consideration for children in the rural and

hinterland communities who oftentimes do not have the support needed to access education.

This means that they spend time daily traveling distances on foot to go to school at all levels

(nursery, primary and secondary). It was evident that some students even had to walk across

creeks and rivers to attend school daily while others made long journeys without vehicular

transportation. In response to this, President Granger began the initiative by making a personal

donation of a speed boat which would be used in service to transport children to and from

school across a river.

Interestingly, the program has since its launch been further developed as donations have

been made to communities across the country of boats, bicycles and buses; this extension

includes the two additional Bs which represent books and breakfast (Kaieteur, 2016 and

GINA, 2016). Inevitably, the programme has seen much appreciation and caused outreach and

unity among various areas within the territory which is beneficial for sustainable development

(GINA, 2016 and MOTP, 2016). It is considered to be relevant not only because of the active
 EDID 6504 The Holistic Development Initiative 3

response to a significant crisis but also as a result of the necessity for continued development in

various regions across Guyana. As a result, children in these outlying areas can now not only

attend school regularly but can also benefit from hot meals before teaching sessions in an effort

to encourage both physical and educational nourishment and to promote effective teaching and

learning.

Programme Description

The proposed programme has been named the holistic development initiative; this

programme will act not only as an extension of the five (5) Bs initiative and is proposed to

target a particular problem area which is neglected in schools across the country. This problem

has more recently been receiving the attention of the relevant social protection authorities who

have offered a solution of the implementation of retired teacher counselors (INews Guyana,

2016 and GINA, 2016).

The issue faced however is not simply in this case poor performance of students or their

lack of access to education but is a more fundamental matter where students lack appropriate

guidance and have been known to conduct themselves in a manner which is societally

inappropriate for children. Incidentally, it is evident that school aged children particular those

from the secondary level but not excluding those from the primary level are not only skipping

school but using indecent language, joining gangs, using illegal drugs and substances, carry

weapons on their person and the like (Guyana Times, 2015 and Mentore, 2015). These are just

some examples of issues which teachers have had to face on the job and some adults have

witnessed as a public display on a daily basis in passing.

 EDID 6504 The Holistic Development Initiative 4

Reflection

It is evident that the negative societal impact as a result of inappropriate practices by

school aged children will have lasting effects on both the social and economic development of

any country. This means that in any instance where children are not groomed to be valuable and

positively contributing members of society then this can spell disaster as it will inevitably lead

to a wealth of malpractice within every facet of society. While there may be a small number of

children who are deemed delinquent based on their daily practices; the influence they may have

on others must be considered.

In light of this, the proposed programme aims to ensure that school aged children are

assisted in the following ways:

- Through instructional and interactive sessions on good social and moral practices which

will allow them to not only receive instruction but demonstrate their understanding

through practice as well as to learn to appreciate the importance of same.

- Through a sequence of ongoing sessions geared to bring parents and children together;

this would be done in an effort to make parents (particularly young parents between the

ages of 20-30 years) aware of their roles and responsibilities to their children while

seeking to foster a healthy parent-child relationship and open communication.

- Through the implementation of guidance counsellors in primary and secondary schools

in the Georgetown area to ensure that children receive the structured and appropriate

support they need to cope with various issues.

Needs

The needs to be addressed by the proposed programme are as follows:

- Improved student behavior (social and pro-social)

 EDID 6504 The Holistic Development Initiative 5

- Conscious social and moral development

- Focus on holistic child development

- Improved parent-child relationship

- Improved community involvement

Objectives

The general objectives of the holistic development programme are as follows:

- To foster positive social relationship between parents and children

- To improve students attitudes and promote moral development

- To educate on and develop pro-social behavior in school aged children

- To encourage positive moral development among school aged children

The specific objectives of the programme are as follows:

By the end of the holistic development initiative, participants will:

- Demonstrate acts of pro-social behavior

- Demonstrate positive social attitudes in context

- Explain the importance of good moral judgment

Target Group

The main target group of the holistic education initiative are school aged children,

particularly those between the ages of twelve (12) to sixteen (16) as these ages span the

secondary school years. Additionally, it is important to note that this is a critical time in any

individual life as during the adolescent stage major and sometimes for the child, dramatic

changes occur (Santrock, 2006). The primary focus will be to implement the program in ten

(10) schools in troubled areas centrally located in Georgetown.

 EDID 6504 The Holistic Development Initiative 6

Particularly, participants will be identified based on school level recommendations of

children who display negative social behaviours, antisocial behaviours and acts of violence for

example. As a result, it is necessary to specifically seek through a community of support,

beginning with parents but also extending to teachers and community leaders to ensure that

children receive the support that they need to develop social and moral practices which will

complement their educational experience and furthermore ensure their successful economic

contribution to society.

Expected Outcomes

It is anticipated that this initiative will ensure that the participants will receive the

attention they need to face and tackle the issues that they deal with as children; it will ensure

that parents, teachers and members of the community (for example: counsellors) acts as a

system of support in order to ensure healthy and holistic growth and development, particularly

to promote social, emotional and moral development.

Additionally, it is expected that the programme will create and foster a healthy

environment to encourage strong positive relationships between parents and children. The great

expectation of this programme is that by ensuring that children receive the guidance and

support that they need during their key developmental stages that this will successfully

contribute to the wider development of the country.

Model Comparison Goal Oriented vs. Naturalistic

The goal oriented and naturalistic models are two of many approaches which have been

established for use in program evaluation (Marsh, 1978 and Rubin, 1982). It should be noted
 EDID 6504 The Holistic Development Initiative 7

that while this section will outline the nature of each model, it will also seek to provide a

comparison regarding the differences between the models as well as the appropriate use for

each; oftentimes this depending on the nature of a program (UNICEF, 2002 and Esposito &

Freda, 2015).

The Goal Oriented Evaluation Model

By definition it is evident that the goal oriented approach to evaluation seeks to assess in

an objective manner whether the overall aims as well as specific goals for a program have been

met (Marsh, 1978 and Shaw & Gaynor, 1982). In this regard, it can be said that the goal

oriented model seeks to ensure that there is specificity in the program goals which have been

established, if programs goals are not made clear enough then the model will seek to ensure

clarity before undertaking its mandate to verify whether the end result of the program has been

met by success or failure (Marsh, 1978; Shaw & Gaynor, 1982; and Guydish & Markley, 1986).

This by no means excludes the range of the goal oriented models ability to evaluate

during the process of a program. While some may assume that the goal oriented model can only

focus on the final outcome, procedural goals can also be evaluated to ensure that the program is

being conducted as scheduled and in the desired manner (Shaw & Gaynor, 1982). It is

important to note that the goal oriented model is one which utilizes quantitative research

methods such as statistical data in order to ensure objectivity and validity in its results (Marsh,

1978).

The Naturalistic Evaluation Model

The naturalistic (otherwise known as the transactional model) is one which takes the

human factor into consideration; this allows the model to be more qualitative in nature as it

gives account for individual experiences during the evaluation of a program (Sergiovanni, 1977
 EDID 6504 The Holistic Development Initiative 8

and Rubin, 1982). There is a heavy emphasis on the experiences of participants and how

aspects of the program have influenced or affected them in one way or another. It can be said

that the naturalistic model seeks to not only identify but to understand procedural successes or

difficulties within a program and how it affects the overall outcome altogether (Rubin, 1982).

Understandably, many programs are designed and delivered to bring about some

improvement in the lives of others, the naturalistic evaluation model seeks to look at the softer

side of the program to verify whether stakeholders (particularly the participants) have had

positive personal outcomes as a direct result of the program and are therefore satisfied.

Additionally, it is important to note that this model utilizes methods such as interviews, panel

discussions and case studies with an interest in gathering more detailed information which is

deemed to be more helpful in assessing and evaluating a program (Lynn, 1983).

The Comparison

Clearly, there are some major differences between the goal oriented and naturalistic

models which can be highlighted; however, this is not to say that there are in fact no similarities

between the two as it should be noted that they each serve a particular purpose when

considering the most appropriate approach for evaluation (Esposito and Freda, 2015). In this

regards, the two models can be considered to be similar in the following ways:

- The purpose is to evaluate the effectiveness of a program: while the methods may differ, the

underlying purpose is still the same; this is to provide an understanding about whether a

program was successful.

- Procedural outcomes are not neglected: while it may be assumed that the goal oriented model

only focuses on the finish line, it, quite like the naturalistic model, has the ability to also

evaluate how the program is being conducted and whether intermediate targets are being met as

expected.
 EDID 6504 The Holistic Development Initiative 9

It is needless to say that there are also vast differences between the two models, some of these

differences have been highlighted as follows:

- Data collection: one of the more striking differences regards the quantitative and qualitative

nature through which data collection processes are performed by the goal oriented and

naturalistic models respectively. While the goal oriented model focuses on statistical analysis,

the naturalistic model has a deeper view on individual experiences; this can lead to a more

detailed understanding about the why behind the process and outcome of a program.

Furthermore, this infers that the techniques for data collection will differ as well as methods for

sampling, data analysis and presentation of findings.

- Subjectivity and objectivity: while the naturalistic model places heavy emphasis on personal

reflection, the goal oriented model seeks to evaluate the collective experience in a procedural

manner which dictates the use of reliable statistical methods.

- Reliability and validity: when considering research methods, particularly for the purpose of

assessment and evaluation it is always vital to ensure that one can provide and defend evidence

of reliability and validity. This speaks directly to how trustworthy the nature of the results are,

how well they can be generalized and taken at face value (Rossi, Lipsey, & Freeman, 2004).

Clearly, the goal oriented model provides more scope for ensuring these two constructs are

clearly defined and achieved.

- Context: the use of the naturalistic evaluation makes direct consideration for the context of the

program; contextual factors such as setting/environment and interaction can invariably have an

effect (whether positive or negative) on the outcome of the program altogether. In contrast, the

goal oriented model places no specific emphasis on contextual factors and how they affect

outcomes.
 EDID 6504 The Holistic Development Initiative 10

Discussion & Justification

The holistic development initiative is one which hopes to see the improvement in the

quality of behavior among youths. Based on the aims, goals and desired outcomes, it is deemed

critical to ensure that there is not only a quantitative measure to assess whether the foreseeable

changes have taken place (as this may only take place and be better evaluated in a long term

manner) but also there is need for a qualitative process to ensure that the views, experiences,

insights and perceptions of the participants are taken into account. This is in an effort to provide

more detailed information about the effectiveness of the program.

Selection

In light of this, a mixed method of evaluation is proposed with the adoption of the use of

both the goal oriented model as well as the naturalistic model. This will allow for the use of

both quantitative and qualitative methods which will reap data representative of both natures of

research. Mixed methods have been seen to be more advanced as it allows the

evaluator/researcher to enjoy the benefits of both a quantitative and qualitative design which

produces results of a statistical nature and an explanatory depth (Tucker-Brown, 2012 and

Wisdom & Creswell, 2013).

Practical Evaluation Process

Throughout the implemented use of the goal oriented model, there is a trend of goal

setting, monitoring and feedback which is used to present a more systematic analysis (Marsh,

1978 and Shaw & Gaynor, 1982) (See Figure 1.). This indicates that the goal oriented model

will be used to help ensure that strict, measurable goals are defined, that there is consistent
 EDID 6504 The Holistic Development Initiative 11

monitoring throughout the program for assessment through the use of checklists and task sheets

and finally to provide feedback about the overall program.

Figure 1.

Diagram descriptively showing the practical application of the goal oriented approach as

illustrated in the work of Marsh (1978).

To complement the evaluation of this initiative with the use of the goal oriented model,

the naturalistic model will be implemented to allow participants to provide feedback through

the use of individual and focus group interviews, case studies and journals. Each participant

will be asked to keep a journal during the program which should be used to record their

thoughts and experiences as they progress. This journal will also be used to monitor their

progress from the beginning to the termination of the program and will also assist participants

in setting individual goals to be attained even after completion to ensure continued personal

development and to assure program success.

As Rubin (1982) posits, the data will go through the three (3) more popular phases for

naturalistic evaluations; these are: the familiarization phase, the action phase, and the synthesis
 EDID 6504 The Holistic Development Initiative 12

phase (p. 57). This simple means that time must be taken to understand the context, field and

environment, collect and analyze the data and finally present the findings. In this regard, for the

purposes of this mixed methods study, findings are to be presented in both a statistical and

descriptive manner.

Benefits

While there is much argument to support the use of naturalistic models for evaluation

which generally lean towards the benefit of generating deeper understand as it relates to the

process and outcome of a program (Lynn, 1983). There is equal and perhaps even greater

support for the argued priority use of a more goal oriented model as this will seek to ensure

scientific rigour and to guarantee key valued principles such as objectivity, validity, reliability

and generalization power while eliminating subjective biases (Marsh, 1978 and Guydish, &

Markley, 1986). Additionally, the goal oriented model will be keen to assist in the overall

holistic judgment of the program in a systematic manner (Shaw, and Gaynor, 1982).

It is therefore evident that there is no one best method of evaluation; in fact, the more

appropriate method should instead depend on the type of program as well as the nature of

data/results which is desired by the stakeholders (Esposito and Freda, 2015). In this regard, it is

deemed necessary for the holistic development initiative to not only evaluate progress in a

manner which will produce hard data to make generalizations about its effectiveness as well as

to inform modifications and applicability within other parts of the country. But additionally, it

is necessary for the approach to yield soft data which will provide contextual insights into

questions such as:

- What worked?

- Why it did or did not work?

 EDID 6504 The Holistic Development Initiative 13

- What changes should be made? And

- Have the participants truly benefitted from their involvement and exposure through the

program?

It is needless to say that the use of this mixed methods approach will ensure that an

account is given in both a longitudinal and cross sectional manner which will provide

invaluable information for further development and future investments into the program.

Additionally, it is important to note that the use of the naturalistic method also has the

beneficial ability to take account of unforeseen goals and objectives which may not have been

planned for but have been noted in the end result based on individual experiences (Ryan, 1993).

Validity & Reliability

The concepts of validity and reliability are key in any nature of research which seeks to

ensure rigour and scientific evidence (Rossi, Lipsey, & Freeman, 2004). As a result, emphasis

is placed on ensuring that methods of evaluation can meet standards which prescribe that ones

measurement is valid, meaning that it measures the construct that it wants to measure and that it

is reliable, meaning that it has consistency in measurement regardless of the situation

(Sternberg, & Sternberg, 2010 and Field, 2013). It should be noted that an instrument can be

reliable (consistent in its ability to measure) but not valid (accuracy for measurement)

(Sternberg, & Sternberg, 2010).

As a result, it is pivotal to ensure that validity is attained followed by reliability as it is

much more difficult to have validity without reliability (Sternberg, & Sternberg, 2010). Validity

can be classified into different types, these include:

 EDID 6504 The Holistic Development Initiative 14

- Criterion validity: a comparative assessment of the accurate ability to measure a construct;

- Predictive validity: occurs when an instrument can be used to make future judgments based on

the data gathered; and

- Content validity: a representation for accurate measurement of a construct and the appropriate

coverage of said construct

Field (2013).

While reliability may be a bit easier to assess through for example a test-retest method;

validity often requires more rigour to ensure that the instrument(s) used really are fit for

purpose (Rossi, Lipsey, & Freeman, 2004). Therefore, two (2) measures which would be

implemented to assure validity are:

1. Expert Evaluation: the use of experts in the field of program evaluation as well as behavior

management and psychology would be beneficial to review the detailed nature of the

instrument(s) to be used for the purpose of evaluation. This means that those who are qualified

to determine whether the constructs/variables are being accurately measured will be granted the

opportunity beforehand to analyze the instrument(s) and make recommendations for any

changes based on perceived weaknesses.

2. Participant Evaluation: stakeholders should have the ability to have a say in whether any

questions asked for the purposes of feedback are effectively and efficiently designed. A small

selection of the participants in particular will be used to review the questions to ensure that they

are clearly worded, organized meaningfully and allow for accurate and concise responses to be

provided.

Based on these two (2) reviews conducted, changes can be made as a result of appropriate

recommendations to ensure that validity is achieved.

 EDID 6504 The Holistic Development Initiative 15

Program Evaluation | Outcome Evaluation

While there are a number of experimental and quasi-experimental options to be

considered for the purpose of producing an appropriate and valid means of outcome evaluation

for this program; much had to be considered before the selection of the outcome evaluation

method which is deemed most appropriate (Chen, 2004). Clearly, one must understand the

purpose and intention of the program as well as what it seeks to accomplish and how this will

be done, the program must also be at a point where it can feasibly be evaluated (Rossi, Lipsey,

& Freeman, 2004).

Evidently, the experimental options offer a more reliable means of ensuring validity and

rigour in the evaluation process (Morra Imas, & Rist, 2009). However, based on the nature of

the program, it has not been deemed appropriate to evaluate using a control and treatment

group; instead, the quasi-experimental, before and after design looks to be more lucrative.

Unfortunately, the design bares a number of deficiencies which would cause great concern over

the validity of information because of intervening factors which cannot be appropriately

accounted for, such as: maturation. As a result, the interrupted time series design has been

selected as it relevantly accounts for the gaps intermittently that the before and after design

would have missed (Reichardt, & Mark, 2004).

In this section, a clear outline of the purpose for evaluation and a step by step evaluation

plan is proposed. It is important to note the relevance of the log frame which has been provided;

since its conception for military use, it has become more and more popular to assist with the

planning, implementation and evaluations of programs in an efficient, focused and organized

manner (Larsson, 2015).

 EDID 6504 The Holistic Development Initiative 16

Purpose

This outcome evaluation seeks to impact the holistic development initiative project in the

following areas as outlined below:

Planning & decision making the thorough planning of a program from start to finish can have

benefits which allow for successful implementation and evaluation of same. While some

programs may arise entirely in response to a need; arguably, the best programs produce a logical

framework for execution before it is implemented (Chen, 2004). This greatly aids in successful

planning for the program as it can help the organizers to understand the rationale as well as to

assist with appropriate decision making regarding the implementation. This means that outcome

evaluation can inform the program developer about where to place emphasis for input and

implementation which increases the likelihood of achieving the desired outcomes for the

program.

Resources further to the last point concerning the positive impact on planning and decision

making, outcome evaluations also provides clarity concerning how resources and funding

should be allocated for the program. Particularly, the efficient use of the log frame can be

helpful to allow stakeholders to see what exactly should be done and with how much emphasis

if the program is to seek to successfully meet its desired outcomes. In this way, similar to its

effect on planning and decision making, the outcome evaluation allows for a focused and

targeted look at the execution of the program in an efficient manner.

Accountability many projects and initiatives cannot be implemented without the support of

sponsors and/or donors whether public or private sector oriented; it is therefore vital to conduct

the outcome evaluation as this will allow those invested in a common interest (that is, to see the

success of the program) to be duly, reliably and objectively informed of the results. In this way,

those directly involved in the planning, development, and execution of the program are able to

objectively see the outcome of their work.

 EDID 6504 The Holistic Development Initiative 17

Results & Development perhaps one of the most important factors is to ascertain whether the

intended outcome of the program has been achieved. It is necessary to deem whether the

program has been effective in causing a change in behavior and if so, to what extent;

additionally, knowing the unintended outcomes and understanding how the program can be

improved leads to the possibility of continuity. This means that the outcome evaluation can help

with the understanding of what worked and did not work, how it affected the efficiency and

effectiveness of the program and its participants and what can be altered or changed to make the

program even better for future use.

(Chen, 2004; Rossi, Lipsey, & Freeman, 2004; Morra Imas, & Rist, 2009).

Evaluation Plan

Type of Outcome Evaluation: Quasi-Experimental

Method of Outcome Evaluation: Interrupted time series design (with a single group)

Outcome evaluation questions:

1. Have the participants knowledge of moral development positively impacted their behavior?

2. Are the participants engaging in pro-social behaviours?

3. Are there any significant positive changes in students attitudes?

4. Has the program fostered an improvement in the parent-child relationship?

Qualities: Utilizes segmented regression analysis which is a means

of analyzing data at standardized intervals in a

longitudinal manner.

For the purposes of the holistic development initiative, participants will be monitored

over a 2 year period with data being gathered at 3 month intervals to examine behavior traits

and the demonstration of learning concerning moral development and pro-social behaviour.

Observations will also be done via checklists to monitor indicators such as attitudes, behaviours
 EDID 6504 The Holistic Development Initiative 18

and interactions between parent and child for example. It should be noted that it is necessary to

also examine the participants (this will be done on an individual basis) at the beginning and end

of the program; this will provide baseline and supplemental information for purposeful

evaluation.

In an effort to critically assess the evaluation plan based on the selected method, it is

important to highlight the deficiencies that come along with using the interrupted time series

design. Specifically for the purposes of this project, the validity of data can be affected if the

following are not carefully considered and addressed:

- Data collection techniques (this method utilizes both quantitative and qualitative which can

present challenges not to mention are costly and time consuming).

- Piloting and rigour of data collection instrument(s).

- Response biases (for example, self-reporting)

- Selection of participants (biases and sampling methods)

- Intervening variables (what else may have led to the outcome of the intervention?)

(Michielutte, Shelton, Paskett, Tatum, & Velez, 2000).

While this list has by no means been exhausted, these represent the major considerations which

can cause limitations to the evaluation process.

The essential steps in this evaluation plan are:

1. Outlining the purpose for evaluation

2. Understanding the program
3. Selecting the appropriate evaluation design
4. Sampling
5. Instrumentation (piloting)
6. Preliminary analysis
7. Intervention Data collection
8. Post analysis
 EDID 6504 The Holistic Development Initiative 19

9. Organizing the data

10. Analyzing the data (using SPSS & Thematic analysis)
11. Presentation of results | Discussion (includes limitations)
12. Recommendations and conclusion
13. Dissemination of findings (to key stakeholders such as investors and government)
Table 1.

Sequence Date Time Period

of analysis

1 February, 2017 Pre-intervention

2 May, 2017 Intervention

3 August, 2017 Intervention

4 November, 2017 Intervention

5 February, 2018 Intervention

6 May, 2016 Intervention

7 August, 2018 Intervention

8 November, 2018 Post-intervention

Description: the table above presents an implementation plan for the intermittent evaluation of

the program based on the interrupted time series design.

It is important to note that all aspects of the evaluation throughout the interrupted time

series design will be conducted in the same manner in an effort to yield results which are

comparable to show a trend over the proposed 2 year period of time. Participants will not be

tested only by using a survey design but additionally their performance will be measured by

standardized testing to verify how much they have learned over time. Additionally, focus group

interviews and observations will be conducted to measure behavior progress and the

achievement of expected outcomes.

 EDID 6504 The Holistic Development Initiative 20

Finally, a significant factor which can act as in intervening variable and thus influence

the internal validity of the program in this case is maturation. Since the program will be

implemented over an extended period of time, it is difficult to objectively consider whether a

change in behavior is perceivably as a result of the intervention itself or is the product of

growth, development and natural social learning that is expected over time.

Log Frame

According to the department for international development of the United Kingdom

(2002) a log frame is a tool for improving the planning, implementation, management,

monitoring and evaluation of projects (p. 548). In essence, this simple tool provides a logical

framework which is used to bring structure to a project by highlighting the critical elements

involved and illustrating any connections between them.

The log frame produced below seeks to clarify for the purpose of the project, it provides

a succinct means of evaluation by addressing the main objectives, indicators that will signify

whether these objectives have been successfully achieved and the means for verification while

outlining any possible risks/assumptions.

 Holistic Development Initiative Log Frame
Project Summary Indicators Verification Risks/ Assumptions
Goal The main goal is to Participant Comparison between Maturation may play a natural
improve the social anddemonstrates observational checklists role in developing social skills
moral behaviour of improved behavior conducted at the beginning, and morals behavior but it is
children during 70% of all throughout and end of the expected that intentional social
interactions, for intervention. NB. The checklist grooming will have a positive
example: being polite, contains specific identifiers under influence
being helpful, the general example labels
maintaining order, etc. provided in the indicators column
Outcome 1 Improved moral Participants possess a Comparison using pre, Participants knowledge and
behaviour 75% pass score on intermittent and post tests understanding of morals and
behavioral positive behavior will be
assessments significantly increased
Outputs 1.1 Introductory and Number of Records of attendance and These will be conducted in a
advance presentations participants attending objectively measured collaborative and corporative
on morals and moral and completing the participation during sessions. learning manner to involve
development over a 12 sessions participants
month period
Outputs 1.2 Interactive sessions on Number of Records of attendance and There will be monitoring along
moral values in participants attending, objectively measured with evaluation of this period of
context conducted completing, and participation during sessions. time
over a 12 month participating in the
period sessions
Activities - Direct - Attendance to Records of attendance and While participants may be
instructional 100% of objectively measured present for all sessions, many
sessions about planned sessions participation during sessions. may be reluctant to participate if
the importance - Active
of moral participation in
 EDID 6504 The Holistic Development Initiative 22

development individual and the context is not conducive and

and pro-social cooperative nonjudgmental
behavior learning
- Practice sessions activities for
practice
Outcome 2 Increased engagement Participants Successfully completing the tasks Participants knowledge and
in pro-social demonstrate the during intervention sessions as understanding of morals and
behaviour appropriate use of pro- required and records based on positive behavior will be
social behaviours in interrupted assessment significantly increased
context correctly with
90% accuracy
Outputs 2.1 Introductory and Number of Records of attendance and These will be conducted in a
developed participants attending objectively measured collaborative and corporative
presentations on pro- and completing the participation during sessions learning manner to involve
social behavior sessions participants
conducted over a 12
month period
(simultaneous with
output 1.1)
Outputs 2.2 Intermittent practice Number of Records of attendance and There will be monitoring along
sessions conducted participants attending, objectively measured with evaluation of this period of
over a 12 month completing, and participation during sessions time
period (simultaneous participating in the
with output 1.2) sessions
Activities - Practice sessions - Consistent Records of attendance and Outside participants such as
in context attendance at activities kept during sessions parents and community leaders
- Interpersonal intervention play a significant role in the
development sessions (90%) success of this aspect as they
sessions
must set social expectations
 EDID 6504 The Holistic Development Initiative 23

- Active
participation
during sessions
Outcome 3 Improved attitudes Demonstration of - Attitudes and behavioural The use of social cues and
positive attitudes in checklists completed pre, modeling will be a critical aspect
speech, body language during and post intervention. if there is to be a successful
and interaction with at - Reflection journals used for outcome
case study analysis
least 80%
appropriateness in
context
Output 3.1 Interactive learning Participants will be Records of attendance, objective The theoretical framework will
sessions on positive given a written measures of participation during provide a better scope for life-
psychology examination to sessions and examination score long learning and will encourage
measure their learning; the adaptation of a positive
they must score at wellbeing
least 75%
Output 3.2 Interactive learning Number of Participants must demonstrate There may be underlying issues
sessions on anger, participants attending, their learning by successfully which may arise during sessions
behavior management completing, and mediating in a conflict situation and can potentially cause
and conflict resolution participating in the among their peers (improvised psychological and/or physical
sessions not real life) harm - extreme care must be
taken when tackling this subject
matter
Activities - Manners and Number of Records of attendance and The survey and training sessions
etiquette participants attending, activities kept during sessions will allow participants to learn
training completing, and Survey results must be submitted more about themselves as well
provided by participating in the to facilitator indicating the top 5 as engage in knowledge building
specialists
sessions 100% and bottom 5 strengths as a stepping stone to forming
attendance and new best practices.
 EDID 6504 The Holistic Development Initiative 24

- VIA Signature compliance with

Strengths completion of the
Survey (online) survey
Outcome 4 Improved social Data analysis: Self- Statistical analysis will provide Standard survey/self-reporting
relationships report survey will data over the two year period to biases are to be expected
collect data ascertain whether there was a
anonymously from positive or negative, strong or
participants describing weak significance in the
their relationships with perceived improvement of the
family, adults and quality of relationships with
friends emphasis on parent-child
Output 4.1 Family therapy Attendance (70%), - Attendance logs Biases such as self-reporting,
participation and the - Statistical analysis selection/sampling, and those
use of the self-report - Thematic analysis related to the interviewer-
survey will collect interviewee are to be expected
data anonymously
from participants
describing their
perceptions about the
usefulness of the
sessions;
Semi-structured
interviews to be
conducted with
consenting families
Output 4.2 Parent-child coaching Self-report survey will Statistical analysis will provide Attendance and willingness to
collect data data over the two year period to work with each other may pose
anonymously from ascertain whether there was a
 EDID 6504 The Holistic Development Initiative 25

participants describing positive or negative, strong or significant threats to success as

their relationships with weak significance in the well as parental work schedules
family, adults and perceived improvement of the
friends quality of relationships with
Demonstration of emphasis on parent-child
positive/appropriate Observational checklist
communication and
cooperation between
parent(s) and
child(ren) with at least
70% consistency
Activities Life and family plan Participants will create Participants must meet the Nil
(based on goal setting and present a plan previously outlined criteria as
theory) made up of well- well as detail in their presentation
formed life and family steps that they will take to
goals which are short, achieve their goals
medium and long term
in nature including at
least 3 goals per
category
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