Program Theory & Logic Model

~ Program Theory ~

There are a few sections to include in this program theory to ensure that knowledge and behavioural changes are both adequately accounted for. 

1. If the staff, volunteers, and funding are all available and have received appropriate training, then Kids' Circle can provide grief workshops to children and teens. 
2. If children and teens who are suffering from overwhelming grief participate in these workshops, then they will be exposed to knew knowledge and strategies for dealing with their grief in a healthy manner.
3. If children and teens are exposed to new knowledge, then they will be able to practice applying this through practical strategies. 
4. If children and teens can practice applying appropriate strategies for dealing with grief, then their attitudes and behaviours surrounding grief will be broadened and strengthened.

Program Theory Statement: 

Trained staff and volunteers will work to provide children and teens with appropriate knowledge and resources to improve their abilities to cop with grief in a healthy way.

~ Logic Model ~

The following chart depicts the logic model I have devised for this evaluation, complete with short- and long-term outcomes as well as the outputs used to support these outcomes.

~ Evaluation Approach ~

After taking time to develop my program theory and logic model, I looked over the various components of the PED and started to narrow down what evaluation approach I was used. I've come to the conclusion that I am using a combination of Evaluation for Learning and Democratic Evaluation. Take a look at this video to learn a bit more about each of these approaches:

The Evaluation for Learning approach states that the intended audience is that of program leadership, staff, and other interested "users". It also highlights the purpose of contributing to the overall quality of the program by evaluating how the well the program addresses the needs of participants. 

The Democratic Evaluation approach is geared toward many stakeholders, similar to that of the Evaluation for Learning approach. The purpose of an evaluation when conducted through this approach is to determine the meaningfulness of the program. The most essential component is that this is done through the viewpoint of the beneficiaries. 

After reviewing these approaches, and considering the evaluation questions I have chosen to focus on, it is easily determined that the impact on participants is a common theme. The purpose is to provide staff and other stakeholders with information concerning the effectiveness of their program. How are participants being impacted and how is the main goal of grief development being addressed. However, I also include data collection from the viewpoint of participants and loved ones. This draws in the democratic approach as well. 

As an outsider looking in, I felt it would be most beneficial to focus on the program evaluation from a learning perspective. We are told time and time again that stakeholders need to be included. However, I would argue that the perspective and experiences of those directly impacted - participants - is very critical information and should not be overlooked. This is why I have chosen to focus on the success of this program from the standpoint of those beneficiaries.