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Program Paper Part 2

Student Name

Institution

Course

Professor

Date
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Measurable Objective

The primary objective of this program is to significantly enhance the psychological well-

being of 75% of participating families with children aged 0-18 within a year. This improvement

will be specifically measured using validated psychological well-being scales such as the

Warwick-Edinburgh Mental Well-being Scale (WEMWBS), a well-regarded tool in mental

health research. This scale will be administered before the program begins and again at its

conclusion to gauge improvements in mental health indices. Families will initially complete the

WEMWBS during their intake session, which captures baseline data on aspects such as mood,

energy levels, and cognitive functioning. Following the intervention, the same scale will be

administered to assess any changes. The scale provides a scoring system from 14 to 70, where

higher scores indicate better mental well-being (Clarke et al., 2011). Expected progress is a 15-

point average increase per participant by the end of the program.

Additionally, regarding the stress reduction outcome, will be measured through the

Perceived Stress Scale (PSS), with the PSS being another sound, research-based instrument that

quantifies stress levels on a scale from 0 to 40, and higher scores suggesting a higher perceived

stress (Manzar et al., 2019). The program aims to achieve a 10-point reduction in PSS scores for

75% of the participants. These assessments will occur six months into the program and at its

conclusion to monitor interim progress and final outcomes.

Furthermore, the outcome of this program will be measured through the employment of

an Emotional Resilience Questionnaire (ERQ), with the core developed from the work of Gross

& John (2003), which allows an in-depth investigation of coping techniques in individuals that

are exposed to stress. The positive role of this scientific tool in terms of reliability has been

clearly proven during it was used for measuring resilience among various subgroups in society,
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including those which experience single-parent stressful conditions. Participants will go through

the ERQ at the outset, middle, and close of the course, which will serve to assess shifts of their

resilience impartiality pattern through the period. It is foreseeable that 25% the participants will

be more resilient than the initial baseline after the workshop completion. To ensure total

participation and information gathering, this project will register 100 families and encourage at

least 75 of them to have the targets either accomplished or surpassed. Apart from this, the

qualitative aspect of feedback will be completed using focus groups and individual interviews,

both of which will add profound value to the quantitative data, thus, help in the adjustment the

program in accordance to the individual participant's needs. Through the use of this wide-range

approach, the set outcomes as well as the initiative itself will not only be validated but also will

address the critical psychological issues of the family in a functional and adaptive manner.

Key Activities

The key activities in the program are structured workshops and individual counseling

sessions, specifically designed to support families in improving their psychological well-being.

This series of workshops will be instructive and interactive by providing different topics like the

basic knowledge of mental health, stress releasing methods and strategies for emotional

resilience. Workshops will be run together with individual counseling, in which highly trained

psychologist will guide families in working through personal challenges, triggered or

exacerbated by these turbulent times. Bilingual and bicultural group facilitators will provide the

necessary materials for each session that are tailored to the participants’ cultures and languages,

ensuring relevance and ease of understanding the materials for all participants. Besides that the

program will be incorporated with the appearance of peer support groups which gives an

opportunity for the participants to communicate and discuss the experiences and strategies for
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coping, thus helping to create the community of support surrounding the families going through

while enduring hardships. This encompassing approach envisages to draw attention to mental

health from various angles with a promise that it will be met with education and dedicated

support. This ensures that the activities are adaptive to the diverse needs of the community,

which is being done by the inclusion of language translation services and culturally relevant case

studies, therefore, the information presented is likely to be captivating and positive for all

participants regardless of their background.

This program is designed to last for 12 weeks, with key activities scheduled to ensure

consistent engagement and adequate time for learning and application of new skills. Workshops

will take place twice a week on Tuesday and Thursday evenings, a scheduling choice made to

accommodate the typical working family's schedule. Every workshop will run for approximately

two hours, offering plenty of time to cover the subjects without overloading the participations. A

regular session scheduled to once a week per family, in which participants can receive

personalized attention to their needs, will constitute individual counseling. Participants may

choose to attend sessions by previous arrangement. The groups will meet a second time in two

weeks in order to foster chances for participants to continue connecting with each other as well

highlight the strategies and learnings of the workshops. Developing such fixed and organised

time frame arrangement can help to prevent drop out the therapies and condition new skill habits

a lot. The period and frequency of these exercises rest on psychological studies demonstrating

that constancy and the repetition of the activity play a key role in effective learning and the

formation of such behavioral change especially in the mental health situation.

Participants in this program will acquire a variety of crucial skills aimed at enhancing

their mental health and overall well-being. Such skills include detecting irritability and panic in
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oneself and others, using specific methods for stress management such as brainstorming and

relaxation techniques and also acquiring techniques of bouncing back from adverse emotional

situations. The seminars will be combining the theoretical awareness of mental health issues with

experiential work of getting to practice the new skills in counseling group sessions. In addition,

the participants will be guided on to accessing and utilizing the support systems made available

to them by the program together with those in the larger community. The empowerment of the

participants through knowledge and skills is particularly necessary to the program’s goal of

promoting independence and self-determination in the aspect of mental health. Through

counseling sessions, these mechanisms will be personalized and the participants will be able to

use them in their families as well as their personal lives. They will be able to create techniques

that can work for them in fighting specific challenges.

This program is distinctive in its holistic approach to mental health education, covering

not only learning and therapy but also community engagement and cultural sensitivity. The other

aspect is the incorporation of Bronfenbrenner's Ecological Systems Theory that ensures that the

relevant interventions are evidence-based and are sensitive to the various environmental

influences on a family's mental health. This theory gives the program the foundation of designing

micro system modifications in the participants' lives such as in homes and family relations and

schools. Moreover, the program’s dedication to cultural competence is demonstrated through the

multicultural materials, culturally diverse team and the incorporation of culturally relevant

examples and cases in workshops and conversations. The attention to cultural factors is key in

insuring that the program is effective in the diverse community it is serving. The cultural

strengths of the participants are valued and used in the program to enrich the intervention so it is

relevant and impactful.

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Participants are going to be highly active in both acquisition and practical application of

knowledge over the course of the program. They will have to engage in activities on targeting

which involves interactive groups sessions, skill practicing and individualized counseling session

with the professional counselor. The users interactions with the platform is further enhanced by

incorporating elements such as role-playing which help to solidify knowledge. However, group

based activities are the most impactful in cementing memorability. Roleplaying among peers will

be another fundamental aspect. Participants will be motivated to initiate discussions and perhaps

share their personal feelings to achieve a sense of ownership, which might lead to real

responsibility for their own and peers’ mental health progress. This active teaching method is the

core of the program, since it allows the participants to internalize the information and skills that

they have learned, and in this way increasing possibilities to put them into action in their daily

life.

Leaders within this program, including psychologists, social workers, and trained

facilitators, will play multifaceted roles. They are not only educators and supporters while

working with the intellectuals, but also mentors who always demonstrate healthy conducts and

coping strategies. They will be responsible for fostering a safe and pleasant atmosphere in

trainings and counseling courses, coupling lively discussions, conducting activities with cultural

sensitivity and respecting cultural differences. The staff members are continuously being trained

in the area of cultural competence and mental healthcare the best practices that equip them to

effectively deal with the complexities of participants' needs during the process. They, in addition,

will be monitoring the progress of the program and the general condition of participants with the

aim of ensuring that the program is reaching and benefiting its target population. It is the leaders’
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skillful execution of this commanding position that makes the program be able to fulfill its

objective of making mental health and well-being a top priority area for the participants.

Budget Narrative

All individuals engaged in our program will work together to enhance the mental and emotional

well-being of participating families, focusing on delivering impactful workshops, counseling,

and support services tailored to our community's needs. They will actively contribute to program

evaluations and ensure that the interventions meet the set goals.

Personnel:

 Program Director: 1/2 FTE, Master's in Social Work (MSW). This role will play the

lead function responsible for coordinating the activities of the entire program, and

ensuring the activities are in alignment with our objectives to achieve mental health

improvements. They will work as a team under his operations to perform important

management functions, attend to community partners to get more support and input.

 Lead Psychologist: 1/2 FTE, PhD in Psychology. Taking charge of developing the

seminar curriculum and being in charge of supervising the execution of sessions. This

constitutes directing, training, and supervising interns and staff responsible for providing

direct service delivery, as well as ensuring that these practices are based on the latest

evidence and have a culturally sensitive direction.

 Workshop Facilitator: 1/4 FTE, Bachelor's in Psychology, experience in group

facilitation. This staff member will be responsible for facilitating the training sessions

twice a week. A set of duties include plans preparation, ideas presentation, and course

content adaptation for the heterogeneous group of participants. Also, the facilitator will

take down the feedback from the participants and subsequently refine the workshops.
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 Family Counselor: 1/4 FTE, Licensed Clinical Social Worker (LCSW). Tasked with

providing the individual and family counseling sessions. The counselor will tailor

interventions to the specific challenges and dynamics of each family, documenting

progress and outcomes for program evaluation.

 Community Liaison: 1/4 FTE, Bachelor's in Community Development. This position

will be responsible for outreach programs to the local community for referral/recruitment

as well as maintaining connections with other local organizations. He will lead the peer

support group logistics with accessibility and the effectiveness as a foundation.

 Administrative Assistant: 1/4 FTE, Associate Degree in Business Administration.

Responsible for the administrative backbone of the program, including scheduling, filing,

and communication with families. This position will support all team members by

ensuring that documentation and reporting are kept up to date and comply with funding

requirements.

 Research and Evaluation Specialist: 1/4 FTE, Master’s in Public Health. Dedicated to

monitoring and evaluating the program’s effectiveness. This role involves collecting data

from pre- and post-intervention assessments, facilitating focus groups, and compiling

reports that guide the continuous improvement of the program.

Resources:

 Facilities for Workshops and Counseling: Space provision will be in partnership with

local community centers that will host our workshops and counseling. These placements

are chosen from local areas with access rights and incorporate the environment and

facilities that are suitable to the learning context and are private.
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 Training Materials: Educational and therapeutic materials will be developed by our

team of professionals for each and every participant in their respective design. The

resources will also be given for acquisition of multimedia tools to support a learning

process, such as projectors, films, and software for interaction purposes.

 Transportation Stipends: Stipends will be provided for families who need to commute

to get to the meetings. Additionally, a schedule will be made to ensure that all eligible

individuals will not get excluded because they do not have any available transportation.

Budget Spreadsheet

ONE-YEAR PROJECT BUDGET MAY 2023-APRIL 2024

Expenses

Item Amount In Dollars

Salaries And Wages

Program Director (1/2 FTE, MSW) $25,000

Lead Psychologist (1/2 FTE, PHD) $30,000

Workshop Facilitator (1/4 FTE, B.A.) $10,000

Family Counselor (1/4 FTE, LCSW) $12,000

Community Liaison (1/4 FTE, B.A.) $10,000

Administrative Assistant (1/4 FTE) $8,000

Research And Evaluation Specialist (1/4 FTE, MPH) $12,000

Operational Costs

Office Supplies (Including Printing and Copying) $1,500

Workshop Materials (Books, Handouts) $2,000

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Technology (Software Licenses, Hardware) $3,000

Facility Rentals for Workshops $5,000

Transportation Stipends for Participants $3,000

Professional Development & Training $2,500

Miscellaneous

Contingency Fund $2,000

Total Expense $126,000

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Preventing Unintended Pregnancy Logic Model

Resources Activities Outputs Outcomes Impact

Personnel: program director, lead Recruitment o 100 families enrolled. Short Term: o Sustained improvement in
psychologist, workshop facilitators, lead o 100 intake sessions community psychological
psychologist, workshop facilitators, o Identify and enroll o 75% of families demonstrate well-being.
completed.
family councilors, community liaison, eligible families showing improved mental health o Reduction in mental health
administrative assistant, research and signs of mental stress o 10-point reduction in PSS scores crises and emergencies
evaluation specialist for 75% of participants. o Enhanced community support
o 25% improvement in Emotional and resource networks
Resilience Questionnaire scores

Facilities Training Staff Development Long Term:

o Workshop venues o Conduct initial and o 5 training sessions per o Enhanced emotional and
o Education and therapy ongoing training for staff staff member completed. behavioral resilience in children
materials on effective mental and parents.
o Technology for virtual sessions health practices o Development of a strong
and data management community support system
o Improved coping mechanisms
among participants

Supplies Performance & Evaluation Performance Monitoring

o Educational materials and tools o Facilitate workshops and o 300 WEMWBS

o Psychological assessment tools counseling sessions assessments completed
(initial, midpoint, and
final).
o 300 PSS assessments
completed (initial,
midpoint, and final).
o 300 ERQ assessments
completed (initial,
midpoint, and final).

Budget Evaluation Community Outreach:

o Salaries, materials, facility rent o Regular assessment of o 4 community engagement

o Transportation stipends program effectiveness
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and participant progress. events conducted.

o 200+ total participants
engaged across events.
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Conclusions
Our aim to significantly enhance the psychological well-being of 75% of families with

children aged 0-18 within a year, integrating seamlessly with Mary's Center's broader mission.

The program uses validated scales like the Warwick-Edinburgh Mental Well-being Scale

(WEMWBS) and the Perceived Stress Scale (PSS) to measure improvements in mental health

and stress levels, offering a rigorous framework for assessment. By conducting structured

workshops and individual counseling sessions that are culturally tailored, we address the

complex dynamics of single-parent families within the community. This initiative not only

supports Mary's Center's goal of providing holistic care but also strengthens its capacity to

handle mental health challenges effectively, enhancing community well-being and support

systems.
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References

Clarke, A., Friede, T., Putz, R., Ashdown, J., Martin, S., Blake, A., Adi, Y., Parkinson, J., Flynn,

P., Platt, S., & Stewart-Brown, S. (2011). Warwick-Edinburgh Mental Well-being Scale

(WEMWBS): Validated for teenage school students in England and Scotland. A mixed

methods assessment. BMC Public Health, 11(1). [Link]

487

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes:

Implications for affect, relationships, and well-being. Journal of Personality and Social

Psychology, 85(2), 348–362. [Link]

Manzar, M. D., Salahuddin, M., Peter, S., Alghadir, A., Anwer, S., Bahammam, A. S., & Pandi-

Perumal, S. R. (2019). Psychometric properties of the perceived stress scale in Ethiopian

university students. BMC Public Health, 19(1). [Link]