Research Methodology and Program Evaluation Essay Paper

Research Methodology and Program Evaluation Essay Paper

Research Methodology and Program Evaluation Essay Paper

Needs Assessment Worksheet

Read the following case study, review the data set, and answer the subsequent questions:

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Case Study: Laurie is a professional counselor who works for a community mental health center in a rural area.  In consultation with her colleagues, Laurie has identified 14 adolescents who currently participate in outpatient individual services who could potentially benefit from services specific to sexual abuse. Laurie would like to develop a psychotherapy counseling group to meet the needs ofteens who have been sexually assaulted as an alternative or enhancement to individual therapy.

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In an effort to establish services that will best meet the needs of the clients, Laurie has conducted a Needs Assessment. She will present her findings to the mental health center administrators as evidence to support her group counseling proposal. Analyze the following data and determine whether enough evidence exists to support the development of the psychotherapy counseling group.


After securing parental permission, adolescents were asked to answer the following questions.  Results for each question are included.

  1. Age
  2. Gender
  3. Interest in group counseling
  4. Topics of interest for a psychotherapy counseling group
Participant #     Age of Child Gender Interest in Group Counseling
1          15 F Yes
2          10 M Yes
3          13 F Yes
4          12 F Yes
5          10 F Yes
6          14 F Yes
7          17 M No
8          16 M No
9          12 M Yes
10          11 F No
11          15 M No
12            9 F Yes
13          11 F No
14          16 M No


  1. Rank the TOP THREE issues that you feel would be most important to you in a psychotherapy counseling group
  2. Anger Management
  3. Stress Reduction
  4. Coping Skills
  5. Assertiveness Training
  6. Alcohol and Drug Prevention
  7. Peer Pressure
  8. Grief
  9. Self Esteem
  10. Recovery from Sexual Abuse/Assault
  11. Communication Skills
Participant  # 1st Choice 2nd Choice 3rd Choice
1 9 2 3
2 3 8 9
3 7 8 9
4 5 9 3
5 6 9 10
6 9 7 8
7 9 3 2
8 2 9 8
9 8 6 9
10 3 9 8
11 9 8 3
12 4 6 10
13 8 2 9
14 10 9 3



What is the purpose of Laurie’s Needs Assessment?  (Remember to consider the initial reason Laurie is considering a psychotherapy counseling group.)


The purpose of the assessment was to determine if the psychotherapy group to be created meets all the criteria for benefiting from a counselling approach as an alternative approach. Needs assessment can help establish whether psychotherapy is necessary (Astramovich, 2011; Elison et al.,2012)






What is the population of interest and who are the stakeholders for this Needs Assessment? (Think about everyone that is involved in this situation.)


It is important to identify stakeholders as they are affected by a proposed program (North et al.,2022). The stakeholder include the adolescent clients, Lauren, and the mental health center administrators.






Compute the mean age of all proposed participants in the psychotherapy group.



Mean= 12.92857




What percentage of adolescents expressed interest in the proposed psychotherapy group?



% of adolescents who expressed interest = 8/14 x100 = 57.14%




Based on the data provided, how did teens rank the topics presented as possible options for the therapy groups? What topics were identified as the top three?


For option one,  zero response was only observed in for anger management. Recovery from sexual abuse/assault (28.6%) and coping skills (14.2%) were the top two.  Allothers registered a 7.1% response. For option 2, the topic response included: recovery from sexual abuse/assault (35.7%), self-esteem (24.1%), peer pressure and stress reduction (both 14.3%), grief (7.1) and coping skills ( 7.1%). The rest was zero. For third option, the response was included: recovery from sexual abuse/assault (28.6%), coping skills (28.6%), self-esteem (21.4%), communication skills (14.2%), and stress reduction (7.1%). The remaining responses received zero.


The top three topics include

1.       Recovery from sexual abuse/assault

2.       Coping skills

3.       Self esteem






Based on the information provided, what evidence exists that supports establishing a psychotherapy counseling group addressing student recovery from sexual abuse/assault? Is there other information that is missing that could be useful to make this decision?


The analysis of the data indicated that there is a need to establish a sexual abuse psychotherapy group.  Such psychotherapies can be key for patient recovery (Cowan et al.,2020). For instance, sexual abuse/assault was found as the top most problem. There is also a need to consider the prevailed rates of sexual abuse/assault when coming up with the group.





In your opinion, did Laurie’s approach to data collection address the purpose of the Needs Assessment? Why or why not? (Did Laurie get the information she needed to support creating a psychotherapy counseling group?)


Laurie’s approachs in data collection appropriately addressed the purpose of the needs assessment (Harrar et al., 2010). The data collected gave a reflection that a higher number of adolescents agreed that recovery from sexual abuse/assault is a top most issue which supports the proposal of creating a psychotherapy counselling group.


Astramovich, R. L. (2011). Needs assessment: A key evaluation tool for professional counselors Download Needs assessment: A key evaluation tool for professional counselors. Retrieved from

Cowan, A., Ashai, A., & Gentile, J. P. (2020). Psychotherapy with survivors of sexual abuse and assault. Innovations in clinical neuroscience17(1-3), 22.

Ellison, M., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., &Drebing, C. (2012). Supporting the education goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessmentLinks to an external site.Psychiatric Rehabilitation Journal, 35, 209–217. doi:10.2975/35.3.2012.209.217.

Harrar, W. R., Affsprung, E. H., & Long, J. C. (2010). Assessing campus counseling needs. Journal of College Student Psychotherapy, 24(3), 233–240. doi:10.1080/87568225.2010.486303

North, N., Brysiewicz, P., & Coetzee, M. (2022). Nursing stakeholder identification guidelines for human resources for health and health workforce development: A scoping review. International Nursing Review69(3), 272-284.

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To Prepare

  • Review the Needs Assessment Worksheet found in the Learning Resources and consider the requirements for this Assignment. Specifically:
    • Review the case study.
    • Answer all questions in the worksheet.


Imagine you are a task force or part of a task force charged with making a decision about the development of a new program. Your job is to review the data that was collected and complete a Needs Assessment Worksheet that will help you determine whether a new program should be developed and for which populations it will be helpful.

  • As an individual part of a task force or in your small group task force, complete the Needs Assessment Worksheet.
Responsiveness: By Day 7, complete and submit your Needs Assessment Worksheet Assignment.
APaper is responsive to and exceeds the requirements given in the instructions. It:… 1.) Responds to assigned or selected topic;… 2.) Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.)
This criterion is linked to a Learning OutcomeContent Knowledge:The extent to which the content in the paper or writing assignment demonstrates an understanding of the important knowledge the paper/assignment is intended to demonstrate.

The paper demonstrates:… 1.) In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas;… 2.) Rich and relevant examples;… 3.) Thought-provoking ideas and interpretations, original thinking, new perspectives;… 4.) Original and critical thinking; and… 5.) Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

This criterion is linked to a Learning OutcomeQuality of Writing:The extent to which the student communicated in a way that meets graduate level writing or communication expectations.

Writing or communication exceeds graduate-level expectations. The paper:… 1.) Includes language that is clear, concise, and appropriate;… 2.) Has few, if any, errors in spelling (if written), grammar, and syntax;… 3.) Is extremely well organized, logical, clear, and never confuses the reader or listener;… 4.) Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;… 5.) Provides information about a source when citing or paraphrasing it.

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