1. Class 3: Problem Definition, Theories of Need, Capacities & Needs Assessment Overview UTA SSW, SOCW 6371 Community & Administrative Practice UTA school of social work Dr. Dick Schoech Copyright 2009 (permission required before use)‏ Suggest printing slides for class using: Print | Handouts | 3 slides per page | grayscale options

2. Summary of Classes  Class 1: Review of generalist macro practice history, change process, roles, levels of intervention  Class 2: Key theories, perspectives, values  Class 3: Problem Definition, Theories of Need, Capacities & Needs Assessment Overview  Next week: Capacities and needs assessment

3. Learning Objectives of Class  Define community well functioning  Difference between condition and problem  Assessment goals and steps (review)‏  Function of needs and capacities  Learn the logic of presenting data/information  Learn other ways of presenting data/info  Community vs. organizational assessment §

4. Community Well Functioning--review Begin assessment with a vision of community well functioning.  Well functioning communities are problem solvers.  If a community has problems, something must be wrong with the community.  One measure of well functioning: Social Capital- Putnam http://www.infed.org/thinkers/putnam.htmhttp://www.infed.org/thinkers/putnam.htm  Assessments focuses on what is wrong (need) and what resources stakeholders have which can help (capacities). http://www2.uta.edu/cussn/courses/3306/coursepack/community_well_functioning.pdf

5. Basic Definitions & Functions Needs/opportunities  Help focus solution  Try to base needs in outcome is strongest  Summarizes what is the need & who has need  Using 1 need per statement for easy communication Capacities  Helps design a solution – you build on capacities  Cover individuals experience/knowledge/skills, associations, and organizations Barriers  Identify roadblocks during solutions

6. Definitions: Condition vs. Problem Condition (Kettner, p. 42)‏  A statement of fact  E.g. = Divorce rate is 60% in DFW Problem (Kettner, p. 38)‏  Adds the political context to condition such as who impacted, who concerned, etc.  E.g. = Older children of divorced parents have a difficult adjustment period

7. Other Assessment Definitions  Incidence = number during a time period Example: 5000 people were homeless in 2008  Prevalence = number at any one time Example: on 1 Dec 2008, 500 were homeless  Valid = measures concept under study, nothing else  Reliable = consistent over time  Baseline data = starting point from which to measure results §

8. Goals of an assessment  Understand a condition/problem  Collect information on condition/problem/needs/capacities  Provide information to design a solution for your community Identifies gaps based on data analysis, model programs, or comprehensive system of services Find the evidence on solutions that work in other communities  Provide baseline data to measure progress & see if vision realized  Unite, educate, coordinate, mobilize people/institutions (political)

9. Steps in an Assessment--review  Identify the condition of concern  Developing a vision and principles to guide action  Identify and mobilize stakeholders  Explore condition, why problem, history, causes, politics  Develop baseline measure to measure future impact  Identify best practices, intervention models, guidelines  Profile community (client)‏  Document existing solutions/service system  Develop list of capacities/resources to build on  Develop list of needs (gaps in services, felt need, etc.)‏  Identify barriers to solutions  Make report understandable/politically acceptable §

10. Need/capacities section of assessment  Most critical section of assessment – says why solution is needed and how builds on strengths  Provides stats for last several years (waiting lists, etc.)  Identifies gaps based on data analysis, model programs, or comprehensive system of services  Provides baseline data for measuring progress  Determines whether solution is a replication or pilot program  Shows stakeholder involvement  Clients already know needs, funders do not.

11. Logic of Needs/Capacities Example of an IF-THEN logic model format  People in community with characteristics c  Live with condition w  Which results in problem k due to politics/values p & q  Have capacities a & b  Have needs v and w, caused by x, y, and z  Have service programs e, f, & g, that work together to address needs with mixed results because service gaps m and n still exist  So given community characteristics, capacities, needs, & services  The most promising approach is j Also, see template logic box help and example

12. Organizational assessments vs. Community assessment  Community assessment usually focused on needs/capacities of the population of a geographic area  Org assessment usually focused on needs/capacities of an organization/program  Org assessment often conducted through the strategic planning process, e.g., looking at capacities, vulnerabilities, and opportunities

13. Conclusion  Well functioning communities/agencies solve problems  If your community/agency has problem, assessment is needed as to why, the nature of the problem, etc.  Not all conditions are problems in your community/agency  Assessment should be logical & understandable  Minimum data collection, maximum use  Assessment should present a picture/tell a story  Credibility is hard to regain -- get 2 nd opinion to avoid misinterpretation of information §