Creating an inclusive approach to evaluation
Learning Objectives
After considering this resource, you should understand how to create an inclusive approach to evaluation and the benefits to practice for doing this.
Typically, the process of evaluation allows you to measure how effective intervention has been against set objectives agreed at the beginning of the process, with the service user. In measuring the progress of the work taken, Watson and West (2006, p.150) suggest you will need to ask questions such as:
- What did we agree as the purpose of intervention?
- Which aspects of this can be evaluated?
- How can they be evaluated?
- Why are they being evaluated?
- Who will evaluate them?
- Who will have primary responsibility for collating information?
- For what purpose will the information be used? (This is particularly true when intervention is as a result of a statutory responsibility)
The service user should be fully involved in the evaluative process. This relationship offers opportunities to '...consolidate empowering practice...' for both the service user and you, as the social worker and '...creating a context of openness and honesty as a model for future conduct by both parties.' (Watson and West, 2006, p.150)
In the following case study, Phil discusses how he has been asked to meet Brian to review his situation after 3 months of his probation, and the approach he plans on taking.
Reflective Questions
- What are the advantages of Phil taking an inclusive approach with Brian for his own practice?
- How might your approach to evaluation change depending on the method of intervention you have chosen? Or if you are working with a non-statutory service user?
- How might your personal and professional values impact on evaluation?
Reference:
D Watson and J West (2006) Social Work Process and Practice: Approaches, Knowledge and Skills. Basingstoke: Palgrave Macmillan.