Discussion of Logical Model in Healthcare

Subject: Healthcare Research
Pages: 3
Words: 806
Reading time:
3 min
Study level: College

A mental health service provider in Pennsylvania, Brookline Teen Outreach, helps youth and young adults who are experiencing mental health-related difficulties. Since its inception in March 2016, the group has provided services to thousands of students. They are constantly looking for ways to improve their services and make them more accessible to all students, with an emphasis on innovation and excellence. They originally intended for their online platform, which will be deployed in April 2020, to serve as a means of removing service obstacles for transient students and improving the overall experience for persons with a wide range of special needs. As a result, they were able to maintain a steady level of programming until they were ready to reopen in early summer 2020 securely. Currently, student services are now provided to a broader range of students through the use of their virtual space, which works in conjunction with their physical location to achieve this goal.

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Their programming is always evolving to meet the requirements and interests of students and currently consists of more than 20 different programs. Their programming is based on educational and counseling ideas that emphasize youth’s social-emotional growth while also involving them in activities and the community (Heyman et al, 2006). Every activity, group, and experience, including the after-school snack and evening meal, provides an opportunity for teachers to engage with their pupils and assist them in their personal development. Therefore, the organization has launched a number of mental health-related intervention programs, including school-based interventions for aggressive and disruptive conduct, among other initiatives. In school-aged adolescents, teen aggression is a serious concern, and it has been attributed to the high prevalence of crime in Pennsylvania. It is necessary to undertake school-based interventions for students who exhibit aggressive or disruptive behavior.

Program: Mitigating aggression and disruptive behavior disorder among teens through aggression replacement training.

Inputs: financial and human resources needed to operate the program Activities: how they will be used Outputs: units of service resulting from activities Outcomes: changed conditions for program participants Impact: changes in organization, community, or systems
  • Trained Staff
  • Training modalities
  • Engagement with aggressive students
  • Education information and brochures materials on mental treatment to be source
  • Funding
  • Ethical guideline
  • Time management
  • Workspace
  • Safe environment
Streaming of skills to educate teens a wider curriculum of positive social behavior

Anger management training to educate teen self-control of anger.

Moral reasoning training – to improve young people’s sense of fairness, justice, and concern for others’ rights and needs.

Ability of students to use reminders such as “stay calm.”

Ability of students to use reducers such as “deep breathing”.

Ability of students to use self-evaluation such as self-reflection on whether one has handled things appropriately.

Ability to overcome moral dilemma situations

Decrease in conduct behavior through such things as improved relationships with teacher, decreased intensity in acting out behavior, decrease in impulsiveness, and make teens feel more responsible. Increased social skills.

Ability to express a societal complaint more appropriately.

Ability to respond to group anger appropriately.

Less likely to initiate a fight in the community.

Ability to respond to group pressure appropriately.

Less strain on
social safety
net

Logic models are representations of the relationship between a need and a program meant to meet this need in a diagrammatic manner. Aggression Replacement Training (ART) is a cognitive-behavioral treatment aimed at reducing violent and aggressive behaviors in teenagers (Hardoni et al., 2019). The three components of the program are social skills training, anger management training, and moral reasoning training. A high prevalence of aggression and disruptive behavior disorder among adolescents is the emphasis of the above-mentioned practical level logic model, which emphasizes the use of aggression replacement training to combat these issues. A variety of risk factors contribute to aggression and disruptive conduct, including impulsive and aggressive behavior, poor social skills, poor problem-solving abilities, and an attraction to antisocial activity, among others. The use of intervention activities such as anger control training, skill streaming, and moral reasoning training are all part of an effective aggression replacement training program. Increased pro-social behavior, decreased conduct problem behavior, improved angle control, and increased moral reasoning are all goals of these intervention activities. They are also intended to limit the number of errors made when thinking.

Every group meeting offers a chance for fresh skill improvement as the trainees get acclimated to the training treatment. Substituting aggression for adversity Training sessions for young groups are planned three times a week, emphasizing skill streaming, moral reasoning, and anger management as the primary objectives. Furthermore, they enable each member to contribute their unique skills to the group. Thus, a safe atmosphere for group members to engage is created, and behavioral problems are addressed nonviolently as a consequence of this process. Over time, group attendance, engagement, and involvement help each young person become more self-aware and more accepting of others. This results in the refinement of personal anger management skills while also staying supportive of one’s peers within a supportive residential community.

References

Hardoni, Y., Neherta, M., & Sarfika, R. (2019). Reducing Aggressive Behavior of Adolescent with Using the Aggression Replacement Training. Jurnal Endurance: Kajian Ilmiah Problema Kesehatan, 4(3), 488-495.

Heyman, Rodriguez, D. & Brenner, L. (2006). Nonprofit Fundraising 101. John Wiley & Sons, Inc.

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