Hi Diane -
We're happy to share our grant proposal. We've already
done so with quite a few folks who came
to the session at Smart Marriages Reno on grant writing and who
emailed me directly.
Folks need to keep in mind, though, that we were funded through
the ACF/Child Support
Enforcement Office and are targeting a very specific group -
nonmarried prenatal and early
postnatal couples. Therefore, some of the information will
not be applicable to a proposal
targeting a more general audience.
I have to tell you, too, that the program is being so well
received. We've had over 100 participants
to date and have just completed focus group interviews with
facilitators at all 4 pilot sites. They are
overwhelming positive about the reception to a marriage education
program among our
lower-resource participants. 2-hour sessions are turning into
3 1/2 hour sessions because of
participant questions and elaborations on activities. Participants
are very verbal about the
positive impact on their relationship skills and growing confidence
for a committed relationship.
A number of participants have commented on the usefulness of
information in the curriculum
(we're testing the Caring for My Family program from Michigan State
Extension) on recognizing
unhealthy relationships (red flags) and say they wish they had
learned this earlier in their lives
(Our state's Domestic Violence coalition participated in training
all of our facilitators and were
very pleased with this content). Many are recommending
friends and family for the program
and we are building a waiting list for the next series of offerings
this fall. Our quantitative evaluation
of program effects is quite extensive and will hopefully be
informative for other groups as they
prepare to offer similar marriage education programs. We'll
have these results at year's end.
If you have any calls from the media regarding marriage
education for low-resource couples, let
us know - our facilitators and couples would have some wonderful
stories to share.
Francesca Adler-Baeder, Ph.D., CFLE
Dept. of Human Development and Family Studies
Auburn University
286 Spidle Hall
Auburn, AL 36849
334-844-3234
334-844-4515 fax
adlerfr@auburn.edu
PROJECT SUMMARY ABSTRACT
In an effort to better the chances for Alabama children�s
healthy development, the Children�s Trust Fund, with the support
Alabama Department of Human Resources and the Alabama Office of
Child Support Enforcement, seeks $200,000 in funding to support the
"Family Connections in Alabama" (FCA) Special Improvement
Project. This application is a collaboration of several
public, private, community, and faith-based agencies and
organizations, representing the launch of a coordinated statewide
effort in couple strengthening/family formation activities. The
project addresses primarily the Program Announcement�s Priority
2: encouraging new ways to approach unwed parents to
emphasize the importance of healthy marriage to a child�s
well-being, but also addresses Priority 1: helping low-income
fathers meet their child support and family responsibilities.
The FCA project will be delivered through four community
agencies with excellent track records for recruiting and
maintaining program participation among the project�s target
audience: low-income, ethnically-diverse noncustodial parents
and prenatal/early postnatal nonmarried parents. Two county
programs access a more rural population; two target an urban
population. All of the programs currently receive CTF funding. The
proposed project will provide training of personnel in the FCA
curriculum, primarily the "Caring for My Family: Family
Formation and Fathering" Curriculum, recently developed by Michigan
State University Extension based on studies of fragile families and
the barriers to family stability. Topics include: the
importance of family stability, self-care, relationship skills,
financial management, decision-making, and goal-setting. Program
content will also include negotiating multiple co-parenting
relationships, stepparenting, and recognizing abusive
relationships. Mediators will be utilized as appropriate.
Information will be provided or referrals made to job skills
training programs, to include entrepreneurial skills
training.
A rigorous evaluation methodology, involving control groups, will
be used to examine project success in meeting the primary
goals: increased parental involvement/support and improved
family relationships.
OBJECTIVES AND NEED FOR ASSISTANCE
Unfortunately, it is quite easy to demonstrate the need
for assistance to promote child well-being in the state of Alabama.
Our composite rank on measures of child well-being was 46th out of
the 50 states in 2000 (Alabama Kids Count, 2001).
Specifically, Alabama is in the top ten for numbers of children
living in poverty (about 1 in 4 in the state; 1 in 3 in many
counties) and for numbers of children living in a single parent
home. About 35% of newborns each year are born to unmarried parents
in the state. In many counties in Alabama, this rate is well
over 50% (Alabama Vital Statistics, 2002). Over half of
children living with a single mother in Alabama, live in poverty
(U.S. Census Bureau, 2000). In addition, Alabama currently has the
4th highest divorce rate in the country (Crary, 1999). Most
divorces are followed by a period of single parenthood.
Although many single parents make heroic efforts to
parent their children well, overall, children in single parent
households are at greater risk for a number of negative outcomes,
such as delinquent behaviors, academic problems, social problems,
substance abuse, teen pregnancy, depression and other psychological
dysfunction (Hetherington & Kelly, 2002). The etiology of
negative child outcomes is incredibly complex; however, it is clear
that factors related to economic hardship and lack of support for
the single parent and children are important predictors (e.g.,
Hernandez, Beller and Graham, 1995).
The risk of negative effects is reduced when there is
co-parenting cooperation and regular support from the noncustodial
parent, both economic and emotional (Amato, 2001). Risks are
further reduced when a child is reared in a 2-parent
household. It is important to point out, however, that it is
not just living in a 2-parent family that reduces the risks of
negative outcomes for children. In fact, a 2-parent home can
be an unhealthy, and even dangerous environment for a child when
there is unresolved conflict in the couple relationship. It is
living in a 2-parent family where the adults are cooperative and
nurturing that is the optimal environment for children�s healthy
development.
The pre-natal and early post-natal period appears to be
the best time to focus on assisting parents in removing barriers to
marriage/relationship commitment, or on assisting them with
effective co-parenting should they choose not to commit to a couple
relationship. Over 80% of noncustodial fathers are present at
their child�s birth and a large percentage are in a romantic
relationship with the mother, yet numbers of these couples who
enter into and maintain a committed relationship or marriage are
low. A study of low-income, new mothers (Edin, K., 2001)
reveals that the 4 motives for non-marriage are:
affordability, respectability, trust, and control. The study
concluded that unless low-skilled men�s economic situations
improve, and unless they alter their relationship behaviors, it is
quite likely that large numbers of low-income women will continue
to resist relationships, and specifically, marriage.
Similarly, in post-separation or divorce situations, the
immediate period following couple dissolution is shown to be
crucial for establishing a committed parenting relationship with
nonresidential children. Involvement of the child�s other
parent early predicts a pattern of connection and support for the
child (Meyer & Bartfeld, 1997; Seltzer, 1991). This
consistent noncustodial parent involvement and support is
positively linked with child well-being (Amato, 2001; Hetherington
& Kelly, 2002). Non-custodial fathers who are able to pay all
(or at least most) of their child support payments can help reduce
the economic strain associated with separation and divorce and, as
a result, favorably impact the lives of their children and former
spouse (Hernandez, et al., 1995). Families at these crucial periods
? both prenatal, unmarried and early divorce (i.e., new and
potentially new IV-D clients) will be the primary target
participants in the FCA project.
Alabama custodial parents struggle with issues of child
support nonpayment. In 2000, Alabama reported the lowest
rates of child support payments among 10 Southern states (Alabama
DHR, OCSE, 2000). Less than half (48%) of IV-D clients are current
in their child support payments. Less than 1/5th (18%) of
IV-D clients in arrears are paying any child support. Many
custodial parents are not able to collect child support from the
other parent at all because paternity is not established.
Among cases of births to unmarried parents in Alabama, 54% do NOT
have paternity established during the birthing hospital stay.
Among the target counties for the FCA project, this number is as
high as 68% (Alabama DHR, OCSE, 2002). Clearly, the overall
objective of this project is to assist project participants in
understanding the importance of 2-parent involvement and support
for their child�s well-being, and motivating responsible
behaviors.
Current research provides important information on the
factors associated with healthy, stable families. They
are: 1) ability of individuals to manage stress, adapt to
conditions, and/or recover from a crisis (e.g., Boss, 2002), 2)
parental involvement in their children�s lives regardless of
marital status (e.g., Sorensen, et al., 2000), 3) father�s ability
to provide economic support (Doherty, Kouneski, & Erickson,
1998), 4) positive communication and relationship skills
(Gottman, 1997; Stanley, 2001), and 5) feelings of self-efficacy
(Sorenson, et al., 2000). The objectives of the FCA project are
focused on building these strengths among lower income,
ethnically-diverse, fragile families through the development of
practical knowledge and decision-making skills that form and
sustain healthy family relationships and nurturing environments for
children.
RESULTS OR BENEFITS EXPECTED
An important benefit of implementing the FCA project will
be the lessons learned through the documentation and evaluation of
the program effects. We will learn more about the process of
working with fragile families in the area of family
formation/marriage education. We will learn more about
elements and aspects of the curriculum that have the desired
effects and those that do not ? and why. This will not only
benefit Alabama�s future efforts in this area. Sharing
results of this SIP will allow other organizations in other states
who have not yet begun to organize their efforts in their state to
move forward in a more informed way in family formation activities,
particularly among low-income populations.
Among program participants we expect to find evidence of
improved knowledge about the importance of stable marriages and
stable families. A primary expected outcome for the project
will be the positive involvement of fathers. Among program
participants we expect to see higher rates of paternity established
as compared to the general county population. We will track both
quality and quantity of parental involvement and the quality of
family relationships and expect to find improvements associated
with participation in the project.
We expect that unmarried mothers and fathers will gain
skills for making healthy decisions and explore future options for
their relationship including the potential of getting
married. In situations where marriage is not a viable option,
co-parenting skills will be enhanced and connection with and
support for the child will be more predictable and consistent on
the part of the noncustodial parent. In situations where
co-parenting is not safe, self-care skills and family support
mechanisms will be enhanced.
We expect to find improved decision-making skills, specifically
a more child-centered focus in decisions. Interpersonal
communication skills are essential for positive relationships to
develop between parents and between family members. Improved
relationships between parents will help to remove barriers to
adequate parental involvement and will provide a healthier
environment for children. We expect that program participants
will result in more positive communication and relationship
skills.
Improved job skills, economic stability, and financial support
of the child are expected. Stable employment may remove a
barrier to a committed relationship or marriage between parents or
will enable non-residential parents to contribute time and
financial resources for their child�s well being. We expect to see
both improved rates of child support payments during the project
period and higher rates of child support payments of participants
as compared to the county rates.
We expect that feelings of self-efficacy will
improve. This is related to positive self-concept and the
confidence needed to overcome personal life challenges.
Empowered, self-efficacious individuals are more likely to involve
themselves in healthy relationships (e.g., Schafer & Wickrama,
1996; Scheel & Rieckmann, 1998). By developing personal
life skills, individuals become more independent and believe that
they both deserve and can maintain healthy relationships. It is
also expected that participants will improve their support systems
and connections to resources. This is especially important
for fragile and distressed families (Sorenson, et al., 2000).
The overriding guide for objectives is that all are known to be
related to healthy family formation, healthy marriage readiness,
and in turn, healthy child development.
APPROACH
We assume that all families have strengths and assets. They
begin their family journey at the birth of their child with high
hopes for the future. However, some families are more "fragile"
because of economic, social and emotional distress that places them
at risk. Support and education can help these parents learn to make
healthy decisions about themselves, their relationships, and their
children. As a result, these families will demonstrate more
strength and resilience in the face of everyday stressors and
problems. The design of the FCA project is framed within an
ecological family systems theoretical model that assumes that
multiple factors at different levels in relation to the individual
interact with each other and with the individual in a system of
bidirectional influences. Addressing and positively impact
multiple factors at multiple levels has the best chance of
effecting positive changes in the individual and the family.
Alabama�s Children�s Trust Fund (CTF) will direct the FCA
project. CTF was created in 1983 when a small group of Alabama
leaders drafted legislation and persuaded the Alabama legislature
to pass a bill that created a new state agency dedicated to funding
community-based nonprofits. The agency receives line item funding
and grant funding to make grants to and provide technical
assistance for local programs that prevent child abuse and neglect
and strengthen families. A fourteen-member board made up of nine
public members, five permanent members and two at-large members
governs CTF. The public members, one from each of Alabama�s seven
congressional districts are appointed to three-year terms by the
Governor. The five permanent members are from the following state
agencies: Department of Human Resources, Public Health, Public
Safety, Mental Health and Retardation, and Education. Each year,
the Board of Directors awards grants to local child abuse and
neglect prevention programs statewide.
Auburn University�s Human Development and Family Studies
department will assist CTF with the coordination of training and
implementation, and will oversee program evaluation of the FCA
project. FCA will be piloted through currently CTF-funded programs
that access the project target populations with existing programs:
the Mobile County Health Department�s TEEN Center (local public
agency), Choctaw County Alabama Cooperative Extension agency (local
public agency), Parents and Children Together (PACT) in Morgan
County (private, nonprofit), and the Sylacauga Alliance for Family
Enhancement (SAFE) Family Services Center in Talladega County
(private, nonprofit) (See Appendix A for project organizational
chart). Additionally, program content from Michigan State
University (MSU) Extension (state agency), Alabama Cooperative
Extension System, and the Greater Peace Community Development
Corporation Fatherhood Development Initiative in Lee County
(private, faith-based, nonprofit) will be utilized in the project.
Project personnel will receive the Family Development Credential
training through the Corporate Foundation for Children
(public/private, nonprofit) and will access DOL Welfare to Work
programs and Truce Talks mediators (CTF sponsored) as needed for
program participants, along with other referred programs and
services.
Although the discussions of family formation projects have been
extensive recently among the highest levels of policy-makers and
government officials, we are still in the beginning stages of
learning about this relatively new area of family life education
and services. In fact, very little work has been done to
evaluate and understand program effects, particularly among more
vulnerable populations. A large number of "relationship
enhancement" and "marriage education" programs exist; however,
these are based in large measure on studies of more privileged,
white couples or on clinical experiences of the program
developer.
Rather than testing the applicability of curricula designed for
white, middle-class audiences to low-income, ethnically-diverse
families, our project will test a program carefully developed by
MSU over the past year specifically for the target audience, based
on studies of fragile families and the barriers to family
stability. Topics include: the importance of family
stability and the benefits of healthy couple and married
relationships, self-care, relationship skills training,
co-parenting skills training, financial management, and
goal-setting. Program content is framed by an ecological family
systems model, and importantly, incorporates a process model for
change (Prochaska, Norcross, & DiClemente, 1994). We will also
include content on couple relationships when one or both have other
children from a previous relationship ? this includes stepparenting
issues, which are sometimes barriers to healthy couple functioning
and family formation commitment.
We will proceed cautiously regarding the program goal of
"emphasizing marriage..for the well-being of children."
Clearly, there are situations where a marriage would not facilitate
a healthy environment for a child. We will include
information on unhealthy, abusive relationships and provide a
self-screening tool designed by the Alabama DHR and Alabama
Coalition against Domestic Violence. Appropriate referrals
will be made in identified situations of domestic violence and
abuse. We will also recognize and expect diverse, complex family
situations, where marriage is not a viable or desired option.
In these situations, healthy co-parenting skills and knowledge will
be emphasized. This will include information on negotiating
multiple co-parenting relationships ? where one parent has children
with multiple partners.
Because we know that that economic stability is closely related
to noncustodial parent involvement and to decisions about
relationship/marriage commitment (e.g., Sorenson et al., 2000),
participants will be involved in job skills training. In
addition to traditional program content, project personnel will be
trained to provide information from the Fatherhood Entrepreneurship
Workshop. This is particularly important in counties where job
opportunities are scarce and for individuals with an incarceration
record who face application discrimination.
Target Counties.
Mobile County (Southwest Alabama): The Mobile County
Health Department�s TEEN Center was established in February 1998 as
part of the Healthy Start Initiative. The Project
Coordinator maintains a strong relationship with all community
agencies working with youth. The Center serves pregnant or
parenting teen mothers, age 10-19, through the Family Support
Program, and young fathers (under 22) through the "Keeping it Real"
Fatherhood program. The young women are primarily
referred by the Mobile County Health Department Women�s Center, a
federally funded maternity and family planning clinic.
Participants are also referred by various local agencies including
the Department of Human Resources, the Mobile County Public School
System, the Mobile County Juvenile Court, and the University of
South Alabama Children�s and Women�s Hospital. Participants
receive weekly home visits and also participate in group meetings.
The fathers are referred by the mothers as the fathers of their
children. Their participation is voluntary. They attend
weekly group programs; some are also individually mentored.
Potential FCA project participants will be a mix of young,
low-income, primarily African-American noncustodial parents and
prenatal/early postnatal couples and/or individuals in a mostly
urban area.
Morgan County (NorthCentral Alabama): PACT (Parents
and Children Together) serves as the Morgan County Family Resource
Center, supporting families through group family life education,
one-on-one services, public awareness and school-based
programs. Over 17 programs are offered to multiple at-risk
populations in the Morgan County area. This is accomplished
by utilizing strong community ties, a very active 30-member board,
20 advisors, over 400 volunteers, and 16 dedicated staff members
serving over 8,000 parents and children. PACT has been
recognized at the local, state, and national levels for excellence
in programming, effective use of volunteers, and community
support. PACT received a national award from the Points of
Light Foundation. PACT has a Spanish-speaking program provider in
order to meet the needs of the rapidly expanding community of
Spanish-speaking families. Participants for the FCA project
will be a mix of low-income, ethnically-diverse noncustodial
parents and prenatal/early postnatal couples and/or individuals in
a mostly urban area.
Choctaw County (WestCentral Alabama): The Alabama
Cooperative Extension System county agency is the outreach center
of the land-grant university system (Auburn University and Alabama
A&M) in the county and provides community programs that support
child, family, and community well-being. Choctaw County ACES
offers 3 programs that target low-income noncustodial and single
parents: 1) the B.e.e.ing Dads Program, which seeks to
strengthen, encourage, and support low-income, non-custodial
fathers to be actively, and positively involved in the care and
development of their children, 2) the Baby B.E.E. (Begin
Education Early) program, targets limited resource mothers with
children 0 to 2; and 3) the B.E.E. Program, a school readiness and
parenting program for limited resource parents with children ages
2-5. Over 50% of the BEE and Baby BEE participants� children
have non-custodial fathers. Group delivery of programs is
offered, as well as home visits. Groups meetings are held in
locations throughout the county for easier access for interested
families. Participants come through referrals from DHR, the court
system, school principals, media and community notices, and by
word-of-mouth. Participants for the FCA project will be a mix
of low-income, ethnically-diverse noncustodial parents and
postnatal couples and/or individuals in a rural area.
Talladega County (Northeast Alabama): The Sylacauga
Alliance for Family Enhancement (SAFE) is a community, nonprofit
family services agency. A wide of variety of programs and
services are offered, many reaching the FCA project target
audiences. Program participants are referred by the District
Court, Family Court, the Talladega County Department of Human
Resources, the Coosa Valley Baptist Medical Center, The Cheaha
Mental Health Center, the Police Departments of Sylacauga and
Talladega, the local school districts, self-referral, and the
community at large. A variety of program types are offered:
home visitation, hospital visits, group education, and resource
distribution. Of particular interest to the FCA project is
their Fatherhood Program presented in the jails for noncustodial,
incarcerated fathers. Participants for the FCA project will
be a mix of low-income, ethnically-diverse noncustodial
parents and prenatal/early postnatal couples and/or individuals in
a rural area.
FCA Project Components.
"Caring for My Family," is a newly developed 24-hour curriculum
by Michigan State University Extension that can be delivered in a
group or individual setting. As described previously, the
purpose of the program is to equip unmarried mothers and fathers
with skills for making healthy decisions and to explore future
options for their relationship including the potential of getting
married. Parents will learn skills for parenting together and
strengthening their family unit. In addition, participants will
learn practical skills to help them improve stress management,
communication and listening, and other interpersonal skills. They
will demonstrate and practice these skills in a supportive and
experiential learning environment. Strategies are designed to be
used in a culturally-sensitive learning environment.
Composite Modules: FCA project personnel will be trained
in selected modules from existing Cooperative Extension family life
education programs. These include information on
stepparenting, co-parenting after couple relationship dissolution,
multiple co-parenting relationships, and domestic violence
identification.
Fatherhood Entrepreneurship Workshop (FEW): In addition to
accessing existing program content in all 4 counties on job skills
training, the FCA project personnel will be trained to implement
the "Cashing in on Business Opportunities" curriculum with selected
program participants. This 24-hour program was developed by
the National Home-Based and Micro Business Design Team for the
Communities in Economic Transition National Initiative of the
Cooperative State Research, Education and Extension Service. Course
topics include: Introduction to Entrepreneurship; Business Planning
and Research; Organizational Matters (Management and Legal Issues);
Marketing; Finance, Deal Making; and Business Growth. The
program is designed to empower financially challenged non-custodial
fathers with new entrepreneurial skills that will allow them
to open and successfully operate a business. FCA program assistants
will be trained in the delivery of the program content using
community business leaders and volunteer entrepreneurs.
Content will be offered in four 6-hour workshops. The project will
also feature one-to-one mentoring for each program graduate.
Truce Talks: A recurring issue with program participants,
particularly those involved in the Alabama Fatherhood Initiative
Programs funded by CTF, was lack of parental involvement and a poor
record of child support payments due to lack of access to their
children and understanding of their parental rights and
responsibilities. Working in cooperation with the Alabama Center
for Dispute Resolution and the Administrative Office of the Courts,
CTF has trained 14 mediators to provide, at no cost, mediation
services to low-income nonmarried individuals and families. FCA
project personnel will involve Truce Talks mediators with program
participants as necessary. Consistent with FCA project goals,
mediators are trained to assist clients in negotiating positive
parental involvement and support and in building family
strengths.
Family Development Credential: The Family
Development Credential (FDC) training, developed by Cornell
University, provides those working directly with families even
better insight and skills for promoting family strengths and
empowering families with skills as they develop. This is especially
important for program personnel working with fragile
families. The Family Development Credential (FDC) is earned
after 90 hours of training. This training and the credential
is recognized and valued throughout the country as an important
professional achievement in family support education. There is
information in the program on understanding family systems,
understanding family dynamics and interactions, the difference
between "the deficit model" and the "empowerment approach,"
enhancing home visitation skills, enhancing group facilitation
skills, enhancing training skills, enhancing collaboration skills,
and understanding culture. A credentialed program assistant is more
likely to use curricula content to assist families in building
nurturing, healthy environments for themselves and their children,
and are more likely to see families positively affect the
communities in which they live.
Implementation.
A timeline is described in Appendix B. A minimum of four program
personnel in each county will be trained in the FCA project
curriculum and data collection methodology. A minimum of two
will obtain the Family Development Credential. Each county will
recruit 30-50 participants in the FCA project. Efforts will
be made to include a balance of prenatal/early postnatal
couples (new and potential IV-D clients) and noncustodial fathers,
particularly new IV-D clients (early post-divorce). Inclusion
of both mother and father in the program, even if program delivery
is separate, will be emphasized. County program assistants
will determine the best method of delivery and the best combination
of program content/modules for each individual and/or family;
therefore time in program and total content delivered will vary,
but will be carefully documented. A minimum of 24 hours of program
participation per person is expected. Incentives will be used to
recruit and retain participants. Methods will be determined
by the counties, and will include family field trips, birthday
parties for children, gift packets, and gift certificates.
The Mobile TEEN Center provides participants with "Baby Bucks" for
attending group meetings. These are used to purchase items,
such as baby strollers, car seats, clothing, toys, books, and
diapers from the on-site Baby Store.
EVALUATION
Overview. Consistent with the theoretical perspective
of the multi-level family formation education program design, the
evaluation will utilize an ecological systems framework
(Bronfenbrenner, 1977). The major contribution of this framework is
the recognition there is not one factor that leads to the knowledge
gains, attitude and behavior changes, skill development ? and
ultimately, the engaged, healthy relationships that are the focus
of this project. Rather, it is a complex system of multiple
factors and processes. Hence, we build into our evaluation
plan the measurement and analyses of multi-level, multiple factors
shown to contribute to behaviors and the quality and stability of
family relationships among fragile families.
The evaluation will focus on gains in identified criteria
(e.g., knowledge, changes in attitudes, growth in skill, and
relationship quality) resulting from participation in the project
using pre-test/post-test data collection designs. Evaluation tools
will gather information on: demographics, community
characteristics, family characteristics/structure, couple
functioning, co-parental functioning, parental functioning, child
functioning, family functioning, family resources/support, parent
and child health, parenting attitudes, child development knowledge
of parent, parenting skills, and parent-child relationship.
Beyond assessing the extent to which project goals are
reached, a second set of questions will be asked in order to
determine what features of the project contribute to the results
achieved. Recently, it has been noted in the literature that little
is known about dimensions of program implementation. We know
little about for whom family support programs (particularly home
visitation programs) work best and what aspects of program service
are most predictive of positive outcomes, particularly among
low-income families (Gomby, Culcross, & Behrman, 1999).
Evaluation tools will gather information on: program features, the
characteristics of study families, participants� understanding of
and receptiveness to the program (i.e., social validity), program
staffing characteristics, and the quality of staff-participant
relationships.
The Plan. It is hypothesized that exposure to curricular
information will yield increases in the targeted knowledge,
attitude, skills, and relationship quality. This hypothesis will be
tested on two time dimensions. Learning in the immediate time frame
will be assessed with a brief, retrospective pre-post evaluation
questionnaire specific to program content upon completion of each
designated module. With this procedure, participants will be asked
to indicate in terms of specific curriculum-relevant items what
they understood now that they have been exposed to the content and,
concurrently, they will indicate what they understood with respect
to the same items and on the same scales, before they were
exposed. These forms of evaluation are useful for providing
input on whether the curriculum was successful in imparting the
intended message and may be a more valid measure of change in
knowledge base. Participants may give themselves more or less
credit for their current level of knowledge in a pre-program
test. After they have experienced the program and program
content, they may have a clearer perspective on what their level of
program content knowledge was prior to the program (Rockwell &
Kohn, 1989). The retrospective pre/post questionnaire design allows
for this self-assessment.
The retrospective pre/post questionnaire design, however,
is less useful as a true measure of the impact of an intervention
since the ultimate goals of interventions are to have longer
lasting effects on several dimensions of individual and family
functioning. These longer lasting effects will be evaluated through
a more traditional pre-post test design. Participants will complete
a battery of scales before participation in the program to provide
a baseline of knowledge, attitude, skill, and relationship quality.
This same battery of scales will be administered at the end of the
program. Gains from pre-test to post-test in knowledge, attitude,
skill parental involvement, and relationship quality will indicate
a successful intervention.
The evaluation plan will include the recommendation of
Willett and colleagues (1991) who promote the use of multi-point
assessments as a means of tracking individual and family patterns
of change during participation in an intervention, rather than the
strict use of pre/post assessment. They offer that a
post-test only may measure a temporary low or high, particularly in
individual, dyadic, or family functioning, while a multi-point
assessment may demonstrate an overall pattern of improvement in
measures of positive function and change. A subset the full
battery scales will be administered at 3 points during the
participant�s program involvement in addition to the pre/post
program full battery data collection. The resulting
trajectory will provide additional information of multiple levels
of functioning changes throughout program involvement (Collins
& Sayer, 2001; Willett & et al., 1991).
Mixed results of program evaluations of similar types of
family education programs suggest that implementation processes may
account for differences in program effectiveness (Gomby, et al.,
1999). The second primary purpose of this evaluation study is to
examine the processes of the program implementation in order to
offer empirical insights into features of the program that may
account for success/failure. The intent is to answer the
question: which features and characteristics�individually and
in combination� are present in families showing positive increases
in adaptive functioning across single or multiple domains? Research
results would then be used to inform program implementation
efforts.
Data will be collected from project personnel for each
program participant on program type (i.e., module topic), program
context (i.e., home visit, group setting ? jail, school, community
center, etc.), and number and length of program sessions.
These carefully-kept records will be coded as "dosage" information
for the participant. Project personnel will also report on the
perceived receptivity to program session, the extent to which the
session was individualized and/or altered during the session; and
attrition of study families and follow up on reasons for leaving
the program. From study participants, data will be collected on
their initial expectations about program services, their motivation
for program participation, their goals for their family, their use
of and satisfaction with the program, and belief in its value to
their family.
We will collect data on project personnel: basic demographic
information, educational level and background, and training and/or
work experience as a home visitor/family life educator; these
include self-assessment and assessment by a supervisor of a program
staff�s interpersonal skill in establishing rapport, organizational
skills, level of commitment to program/families; beliefs about the
possibility of change, and problem-solving skills. Finally,
information will be collected from both program staff and from
family members with regard to the perceived quality of the
relationship between the family and the program staff.
Sampling plan. Four counties in Alabama are targeted for the
project. Study participants will be recruited from among the
program participants and from the broader community. Efforts
will be made to collect data from 2 parenting partners per
family. Also, data will be collected on one target child. We
expect over 90% of program participants will agree to participate
in the study. Study participants will be paid $20 for completion of
each of the 2 full-battery questionnaires (pre/post program).
Use of control groups is essential for valid evaluation
interpretation. Use of Alabama Cooperative Extension Family
Life county agents who have established connections with community
agencies and families directly, and who have the facilities to
conduct data collection interviews, should ensure successful
recruitment of control group participants. In
demographically-matched comparison counties, 160 participants will
be recruited at the beginning of the study using the same criteria
for program participation. All control group study
participants will be given $30 at each of the 2 main data
collection points. It is noted that control group participants may
be recipients of other programs or interventions. This will
be assessed at each data collection point and will be represented
in the "dosage" variable. The comparisons of the control group and
project participant groups will show whether participation in the
project results in significantly more knowledge, skill, and
relationship commitment and quality as compared to those developed
through life experience or other program participation independent
of the intervention. Objective measures of child support payment
rates, paternity establishment, and marriage rates will be tracked
among groups and compared. (note: Project participant rates
can also be compared to the county rates as well.) Over-sampling
will be used for the control group, since a 25% loss over the study
period is expected.
Instruments. The Ohio State University Extension Young
Fathers/Mothers Inventory (Futris, T., 2002, personal
communication) will be the primary instrument. This 350-item
instrument that measures multiple domains of individual, couple,
parenting, family and community functioning has been recently
validated through a large-scale pilot study. Other
instruments specific to the curriculum will be administered
following each module used. Instruments measuring program
implementation process described previously will be designed for
the study, as none exist in the published literature. All
instruments will be evaluated for the sample at each administration
using Chronbach�s Alpha coefficient.
Data analysis plan. The statistics to be used to answer
questions posed by this evaluation study will consist of group
comparison tests (t-Tests, analysis of variance [ANOVA] and
multivariate analysis of variance [MANOVA]), regression analyses
and Latent Growth Modeling. Simple group differences on individual
outcome measures that are not conceptually linked with other
outcome measures will be tested with t-tests and ANOVA. Thus, for
example, checking whether males compared to females enter the
program with more accurate knowledge about relationship skills will
be tested with a t-test, while checking whether participants from
the individual counties vary systematically in their knowledge at
the beginning of the study will be tested with ANOVA. If the
interest, however, is to look at how the genders or the counties
vary at time 1 in terms of the set of subscales measuring knowledge
about relationships skills and family functioning, a MANOVA will be
used because the several dependent measures are related and need
initially to be treated simultaneously to control inflating the
alpha level and to avoid Type 1 error. Changes that are expected to
emerge over time as a result of the intervention will be tested
with repeated measures analysis of variance (ANOVAs) with planned
contrasts. The "within subjects" repeated measure will be the two
scores on the relevant dependent variables for the given analysis.
A mean for each group at each point would be calculated for the
analysis. The planned contrasts examines mean differences between
groups, such as project participant/control group, or among program
participants in different dosage groups.
Regression analyses will permit prediction of outcomes
both within a set of scales collected at one time and across scales
collected at different times. Regression analyses provide
information on the relative importance of predictors of desired
outcomes. Using regression analyses across time will provide a
clearer picture of the order of relationships between
variables.
Latent Growth Modeling will be used to examine the
groups� mean scores across multiple data collection periods and
determine whether or not the intervention affects the growth
trajectory compared to a control setting (Collins & Sayer,
2001; Willett et al., 1991). Power calculations will be used to
determine a main effect of intervention (Brown, Wayne, Muthen,
& Dagne, 1998).
Qualitative methods. This is primarily a quantitative
study. However, qualitative data will be obtained as a means of
providing additional information from which to draw when
interpreting data analyses results. 5-10 study participants
in each county will be randomly selected to participate in a focus
group. Participants will be asked about their family, their
child, their couple relationship, their parenting, and their
experiences with the program. In order to facilitate the extraction
of useful information from these groups with a minimum of
identifiable data, the groups will be audio-taped and transcribed.
Transcriptions will be coded for themes.
Family Connections in Alabama
CTF Budget Narrative
(salary detail protected for privacy)
Personnel:
$12,912.96
Deputy Director - will supervise the Program Director, Field
Director, and Administrative Assistant dedicated to the project.
(5% FTE)
Program Director ? will oversee project and supervise Field
Director and Administrative Assistant. Work with Evaluation Team.
(10% FTE)
Field Director ? will provide on-site and day-to-day Technical
Assistance to the four sites. Includes program development,
implementation, and fiscal monitoring through quarterly reports.
(10% FTE)
Administrative Assistant ? will provide all secretarial duties
related to the project sites for the Program Director. (10%
FTE)
Fringe Benefits:
$1,672.90
11.6% includes FICA and Retirement
$500.00 Healthcare/yr./staff position
Travel:
$10,800.00
Out-of-State - 2 CTF Staff members travel to Washington, D.C. to
meet with ACF. ($1000 x 2 x 2 Trips)
In-State ? Includes 3 CTF Staff on project related trainings,
conferences, visits ($75.00/day X 26 days)
Workshop Presenters- Airline- $755, Meals/Hotel - $150 x 2 days
and Rental Car - $100 x 2 days for a 2-day workshop for 4 sites to
train in Relationship Curriculum.
Subawards to 2-day Workshop ? 16 Individuals trained from 4
sites. Includes 16 x $75.00/day for Meals/Hotel x 2 days. And 4
sites X 375 miles x $.365.
Subawards to 1-day Workshop on Entrepreneurial Skills ? 4
Individuals from 4 sites. Includes 4 x 375 miles x $.365 and
$11.25/day for meals.
Contractual: See attached
budgets $167,514.00
Training:
$7,100.00
Workshop Presenters - $250 each/day x 3 days.
Workshop Curriculum - $100 x 16 individuals.
FDC Credential for Family Support Worker ? 2 FSW x 4 sites x
$500
Total:
$200,000.00
Choctaw County, Site 1- Budget Narrative
Salaries
$17,442.00
Wages (25 hrs. per wk/48 wks)
1200 hrs.
Benefits (14%)
10 hrs.wk/48wks=480 hrs.
Benefits (14%)-
Bonding Field Trips
$4,325.00
Transportation/Travel
$1,327.00
3,636 miles @ .365
Program
Materials/incentives
$5,756.66
TOTAL
$28,850.66
---------------------------------------------------------------------------------------------------------------------
Morgan County - PACT, Site 2 - Budget Narrative
Salaries &
Fringes
$18,749.66
Family Support Worker 20%
Fringes
Assistant Director 5%
Financial Manager 5%
Fringe
Asst. Facilitator 360.00
$10.00/hr x 36 hrs
Child Care Provider
8.00/hr x 72 hrs 576.00
Fringe 44.00
620.00
Travel : 4,660 miles x
$.365 $1701.00
Other:
$8,400.00
Space Rental 20% of 1,000/mo for 17 mos
3,400.00
Program Materials/Incentives
5,000.00
Total:
$28,850.66
---------------------------------------------------------------------------------------------------------------------
Mobile County ? Mobile TEEN Center, Site 3 - Budget Narrative
Salaries & Fringes: $15,790.00
Educator (.50 FTE)(salary & fringe & 3% adm. cost)
Asst. Educator @ $10 an hour
Travel: Staff to transport participants to meetings and various
activities $1,000.00
Other:
$12,060.66
Supplies / Materials
Supplies
1600.00
Miscellaneous
1000.00
Publicity /
Printing
1890.00
Copying & Duplication
Baby Bucks@
Store
6000.00
(baby items for incentives for participation)
Group
Meetings
1570.66
(food for participants @ meetings)
TOTAL $28,850.66
---------------------------------------------------------------------------------------------------------------------
Talladega County ? SAFE Family Services Center, Site 4 - Budget
Narrative
Salaries:
$23,223.16
Family Support Workers (30 hrs. per wk/50 wks)
1500 hrs.
Benefits (14%)
Assistant (10 hrs.wk/50wks)
500 hrs. =
Benefits (14%)
Travel: 3050 miles x
$.365 $1,113.00
Other:
$4,500.00
Supplies/ Materials for participants 1,000.00
Incentives for Participants 3500.00
TOTAL:
$28,836.16
Auburn University
Budget for Evaluation of "Family Connections in Alabama"
project
Subcontract agreement with Children�s Trust Fund of Alabama
Requested from ACF
Salaries + fringe
$34,197
Supplies/Mailing
$ 500
Travel
$ 4272.23
Subject compensation
$2,400
Indirect Costs $10,756
Total Project Costs
$52,126
Narrative:
Salaries/fringe:
Project Director ? Ph.D. researcher @ 15% FTE + fringe
Project Manager: One doctoral level graduate student @ 50% FTE ? no
fringe
Research Assistants will be paid at the hourly rate for doctoral
student research assistants of $9.
Project consultant - research methodologist - $250 per
day
Supplies and Mailings in the amount of $500 will include project
related copies, supplies, and mailing communications.
Travel amount of $4000 will be used to cover project-related travel
of project director, project manager, and research assistants,
payable by Auburn University travel reimbursement guidelines.
This will include travel to counties for training for instrument
administration/data collection, meetings with project personnel,
and in-state and out-of-state presentations of study results.
Subjects 120 control group participants @$10 X 2 times per
year.
Indirect costs are at the University off-campus research projects
2003 rate of 26%.
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