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| == Advantages of community-based program design == | |||
| == Subsection == | |||
| Collaborative-participatory | |||
| Serves clients in their community | |||
| address/meets needs of community | |||
| == See also == | == See also == | ||
Revision as of 20:14, 24 February 2014
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Community Based Program Development
Community Based Program Development is a participatory method of community development often associated with community based social work.
History
Community based program development has informally been... Formally, community based program development has been professionalized by such as city planners, urban studies, social work...
Program design tools
Similar to traditional program design, community-based program design often utilizes a range of tools and models which enhance the efficacy of the program’s design. The difference between traditional design and community-based design, when using these tools, are the dynamics in the relationship between the designers and the community. One such model is the Socio-Ecological Model. The socio-ecological model provides a framework for community-based programs, and emphasizes the influence that multiple levels of society have on each other.
Another common tool of program design that can be employed by community-based program designers is the logic models. Logic models are usually a graphical depiction of the logical relationships between the resources, activities, outputs and outcomes of a program. The underlying purpose of constructing a logic model is to assess the "if-then" (causal) relationships between the elements of the program.
For community-based programs that seek to address macro-issues, the social action model may be utilized.
<evaluation>
Advantages of community-based program design
Collaborative-participatory
Serves clients in their community
address/meets needs of community
See also
Community Based Participatory Research
Reference
- O’Neil, M. E., Fragala-Pinkham, M., Ideishi, R. I., & Ideishi, S. K. (2012) Community-based programs for children and youth: Our experiences in design, implementation, and evaluation. Physical & Occupational Therapy In Pediatrics. 32(2): 111-119.