Monitoring Interventions, Essay Example

This table indicates the groups of stakeholders and its concerning question of interest to which the system is involved with financial compensation for pregnant teens’ part-time work and or a reimbursement for pregnant teens’ work performance. Pregnant teens have the concern on whether the system would be reasonable on maximizing the pay rate for their part-time work based on their work performance. Additionally, the family of pregnant teens’ ongoing financial support system before and after their child is born. That is, the pregnant teens may have to re-assess their area of strengths and weakness to develop career skill-building and career development planning with the help of healthcare professionals who are in compliance with Joint Commission on Accreditation of Healthcare Organizations (JCAHO). The JCAHO guidelines are the best principal to follow through with organizational care delivery system issues. Most importantly, business owners as the stakeholders may be confident to acknowledge that the system is complying notably with accrediting bodies, in similar, to their heterogeneous guidelines being derived from their vision and mission statements.

For the Psychological Support Program for Teen Moms age 12 to 19 with Low Self-Esteem, three different main activities focus on community outreach, and psychoeducational skills training, and teen retreats. A discussion about how an activity should be presented and how the activity is processed including to how an intervention activity is monitored will be elaborated here. Of the Psychological Support Program, each activity has a context to detail to delineate the purpose of helping pregnant teen mothers to gain their knowledge in: psychoeducational skills (e.g., family affairs, parenting, child rearing), and career counseling (e.g., career assessment inventory, career development, interests, career planning), and teen retreats (spiritual related activities). Each underlying programs have criteria for pregnant teen mothers to participate and follow through the process of learning and mentoring to one another until they leave the program completely competence on or after age of 19 years old. On the behalf of the program activities, a panel study of community outreach program would be appropriate as there are internal/external sources that must integrate with ideas in order to stay competitive among the community. While, a cohort study of psychoeducational parenting skills training is considered as a core caliber for the monitors who can look for the positive and negative responses to specific situations and see if there is a need to make an adjustment in order to increase the benefit of programs (financially). Lastly, teen mothers retreat would be a good trendy study to begin with for the reason is that teen moms as parents have a tendency to change their way of believing on how a child should be raised and how the resources were scarcity to their disposal. All of these studies can be brought attention to the stakeholders on the issues that are concerning to the society that are also current and trendy (Grinnell, et al., 2010)

A discussion on how to identify a problem then to create alternative solutions and to develop solutions, as an intention, for developing financial support solutions for pregnant teen mothers will be elaborated on here. The core caliber of psychoeducational parenting skills training involves a facilitator, materials, instruments, and time-limited one-on-one individual therapy and group therapy. Each of the elements is of essentials to provide such service so, therefore, the costs for each element are expensive. Stakeholders will see the value of the elements that are provided for the pregnant teen mothers and the value of teen mothers to be employed in the workforce. In addition to the program sequence, when pregnant teen mothers participated in career counseling they would explore their personality traits and occupation interests to find their vocational choice and to formulate a goal to reach their vocational choice. Thereby, they would implement their career decision of choice into action. This process is not only would benefit their learned skill, but, they also will benefit their self-efficacy capacities in the workplace where they had adjusted their esteem to the environment. That is the extrinsic values of: the pay rate, job responsibilities, and motivation. Whereas, the intrinsic values are what primarily important to their motherhood experience is by meeting the needs for their unborn child financially and by meeting their job stability.  Stakeholders may see that teen mothers would be constructive citizens when they leave the program that considers as a benefit. To which it is crucial for teen mothers to demonstrate their competence and abilities to perform “light duty” tasks. Thus, stakeholders can build confidence that there is a system established for teen mothers to have a career training experience after they experienced their part-time jobs. In turn, the decision on finance may change the outlook for them. Their bosses may even change his decision on how teen mothers were trained by the program and their presentation to their job responsibilities (Grinnell, et al., 2010)

These activities do not only help pregnant mothers to grow competence but to their mental health and their well-being must come within. To which of these activities are the last part of the program sequence. As the teen mothers retreat program is an outcome resulting that the teen mothers have gained their self-esteem through all of the mental health services that the program has provided. The results of all of the program sequence are important for stakeholders to see the value of growth in their motherhood experience. Once the data has been gathered from the focus of study, the stakeholders may evaluate the costs and the benefits of program’s care delivery system. Furthermore, the stakeholders may also assess the duration of the services that has been rendered, in terms of treatment outcomes; pregnant teen mothers could face an increasingly psychological distress involving their unborn child during the short term. Next, during the medium term, pregnant teen mothers have to proceed to learning the safety procedures for caring self and the child during the medium term. Then, they learn the roles in a long term as: a mother, working mother, family mother, and a mentor. Of any of the terms, they are flexible and interchangeable for those teen mothers who have specific needs of services; however, they are construed in a structural method. Because of their limited knowledge on developing their self-esteem, either individual or group therapy can help them to ease their worries of their unborn children not being healthy. These are of an important intervention to monitor pregnant teen mothers’ emotional dispositions which may hinders their motivation to learn how to be confident with their pregnancy (Grinnell, et al., 2010)

A hypothetical practice objective is the self-esteem or self-efficacy. In this process, the client is known as a pregnant young teen carrying an unborn child. Thus, it is common most clients who are pregnant and a teenager may present anxiety disorder comorbid with depressive disorder, thus, in turn, she has a low self-esteem. An important practice for helpers to be competence with psychopathological disorders, thus be empathic when teaching the client what of the disorders may affect whole being as a teenaged mother-to-be. Then, teach the client on what he or she can do when being disturbed by the stressors that have impacted upon the client. Last step for the client is to be aware of the mental illness that can develop her whole being over time; and, to be certain to have the resources available at her disposal when she feels distressed. In doing so, the client should be able to be articulated with her decisions of what she needs to follow through with the goals that she has created for herself. Of which this condition extends the behaviors (Grinnell, et al., 2010) that the client has responded to the environmental positive and negative adversities; and, the client made an adjustment to her self-esteem and behaviors. As expected that the client would want to value the decision on her personal and professional growth.

Overall, the entire program is dedicated towards getting the interest and attention of pregnant teens as a support connection to receive and have them undergo intervention assistance. In hopes of the success of the program in the long run with the help of the community, family and mentors of the target individuals.

Reference

Grinnell, R., Gabor, P., Unrau, Y. (2010) Program Evaluation for Social Workers: Foundations of Evidence-Based Programs, 5^th ed. Chapter 9. New York City, NY; Oxford University Press.

Grinnell, R., Gabor, P., Unrau, Y. (2010) Program Evaluation for Social Workers: Foundations of Evidence-Based Programs, 5th ed. Chapter 15.New York City, NY; Oxford University Press.

Grinnell, R., Gabor, P., Unrau, Y. (2010) Program Evaluation for Social Workers: Foundations of Evidence-Based Programs, 5th ed. Chapter 16. New York City, NY; Oxford University Press.

Grinnell, R., Gabor, P., Unrau, Y. (2010) Program Evaluation for Social Workers: Foundations of Evidence-Based Programs, 5th ed. Chapter 17. New York City, NY; Oxford University Press.