DOCUMENT RESUME CG 027 135 ED 396 218 Housley, Patricia C. AUTHOR The Use of Qualitative and Quantitative Measures in TITLE Program Evaluation: A Practical Example. PUB DATE [96] 4p.; Paper prsented at the Annual Meeting of the NOTE National Association of School Psychologists (Atlanta, GA, March 12-16, 1996). Research/Technical (143) PUB TYPE Reports Speeches/Conference Papers (150) MFOI/PC01 Plus Postage. EDRS PRICE *Bereavement; Children; *Counseling Techniques; DESCRIPTORS Elementary Education; Family Counseling; Family Problems; *Grief; Group Counseling; Group Therapy; Hospices (Terminal Care); Program Effectiveness; *Program Evaluation; *Social Support Groups A'3STRACT One of the techniques frequently recommended for bereaved children is participation in grief support groups through schools or community agencies. The Bereavement Directors of two hospices in northern Colorado were interested in learning more of the effectiveness of the children's' grief groups which they were conducting. The final design of the evaluation involved traditional pre- and post-test measures with a treatment group and a control old) and group. Over a period of 18 months, 20 children (7-11 years their families participated in the treatment group, which involved completion of the pre- and post-test measures and attendance at an 8-week grief support group. A total of 14 children and their families were in the control group. Measures used witn the children were the Death Concept Scale and the Piers Harris Self-Concept Scale; parents were asked to complete an information questionnaire and a child behavior checklist. Both children and parents participated in semistructured interviews. Responses in general indicated that participation in the groups was effective and beneficial. Participant responses to questions regarding their experiences in the grief support groups are lummarized. (TS) Reproductions supplied by EDRS are the best that can be made from the original document. PROGRAM THE USE OF QUALITATIVE AND QUANTITATIVE MEASURES IN PERMISSION TO REPRODUCE AND EVALUATION: A PRACTICAL EXAMPLE. DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY NASP, March 16, 1996 Patricia C. Nous ley P. /master Atlanta, Georgia Poudre School District 2407 LaPorte Avenue Fort Collins, Colorado 80521 TO THE EDUCATIONAL RESOURCES INFORMA t ION CENTER (ERIC) been well The fact that children do experience a sense of loss and grief has has been documented (e.g., Dickinson, 1992; Wass, 1991). However, little attention children in working given to the topic of appropriate techniques to assist bereaved through their grief. children is participation One of the techniques frequently recommended for bereaved A review of the in grief support groups through schools or community agencies. literature indicates that much of the evaluation work done with support groups was discussed two separate conducted with adults. However, Masterman & Reams (1988) made by the grief support groups with children. Informal verbal evaluations were Zambelli, future groups. children during the final session for the purpose of modify'ng to evaluate Clark, Bari Ile & deJong (1988) used semistructured intervi,:ws with parents for bereaved children and found largely positive a creative arts therapy program results. providing services to If evaluation is seen as a valuable if not essential part of (1978) described the bereaved children, why is it not conducted? Lieberman & Bond and when to measure. dilemma as three pronged: what to measure, who to measure, work cooperatively With these three questions in mind, the present evaluator set out to Directors of these with two Hospices in Northern Colorado. The Bereavement of the children's grief agencies were interested in learning more of the effectiveness groups which they were conducting. and posttest measures with The final design of the evaluation involved traditional pre During a period of 18 months, 20 children (7 11 a Treatment and a Control group. in the Treatment group which involvel years old) and their families participated 8 week grief completion*of the pre and posttest measures and attendance at an three different groups all of which support.group. In total, children were.recruited from volunteers. Control group children were recruited were facilitated .by Hospice staff and through the psychologist or from Hospice referrals and from local public schools families were in the Control group. school counselor. A total of 14 children and their Measures used were: Death Concept Scale Semistructured Interview Children Piers Harris Self Concept Scale Child Behavior Checklist Information Questionnaire Parents U S DEPARTMENT OF EDUCATION Semistructured Interview I /I ICATIONAL RESOURCES INFORMATION I. CENTER (ERIC) U 1h, Itit ilillill h,i, Spoil roproduced tor toyed Irom Pre person or organi, originating II Elinor change,. have liven made Itr inlorovir toproduclir BEST COPY AVAILABLE Point,. of vrow or opinion.. stalorl vi We. ihiti:iiiIiOiil rlo not nocor-.hatily Oli101til ULIAI putultuir ul policy Results are as follows: C Jestion #1:Do the children feel differently about themselves after participation in the Grief Support Group? Two of the 20 children reported no difference in themselves. Remaining children reported feeling better about themselves and about the death. Many children used the term, "doing better" and "doing better thinking about his death". They also reported a general reduction in crying, less sad feelings, and being ""able to get the sadness out". Other children reported a reduction in feeling angry, yelling or having angry outbursts at home. Question #2: What are children's perceptions of the effectiveness of grief support groups following their participation? Eighteen out of 20 reported that it was effective! The same two who saw no difference in themselves saw no effectiveness. (These children were resistant to attending the group initially). Most children would recommend a similar group to another child their own age but several would add a warning to the recommendation. They would warn that the child would be asked to participate "even if you don't want to". Another said specifically, "It would hurt and you'll be sad", but the group will help. One child would make the global recommendation to attend group because, "you'll have no more problems!". Question #3: What are strengths and weaknesses as perceived by the children? The unanimous strength was seen as snack timel This may be especially relevant since all grOups were held immediately after sChool Which may often be snack , _ _ . . time. This also was seen as a social time-and time of transition from school activities to group. Other strengths were listed as drawing pictures, playing games, such as Charades of emotions, and holding a memorial service on the last day of the group's meeting. The viewing of the video, "Freddie the Lear, was seen by most children as a highlight and the periodic use of a preplanned workbook was valued. Weaknesses mentioned included the presence of several disruptive students in one particular group. The tirrie of the grOup's Meeting, irnmediately after school, was also noted by children where,"transportation difficulties were common. _ . _ _ . _ _ Question. #4: What.were the undesirable outcomes ot participation in the group? MoSt schildreh could not think of any undesirable outcomes. Only 1 child indicated that the number of sessions was not sufficient and that she needed to have more time in the group. The remaining children indicated that they would participate in a similar group again. Most parents felt positively about the group participation with the exception of one family member who felt that the group had caused the child to think about too many sad things that "were already covered up". Several parents did discuss their own temporary discomfort when children would ask more direct questions about death in general or the particular death they were grieving. However, most parents responded by engaging in a discussion with the child at once. Question #5: What was the ettectiveness ot the group as reported loy the parents'? One group of parents was aware of the disruptive group members. Most saw this as an opportunity to discuss with their own children the various ways that children may deal with death and with the changes in their lives. One parent in particular felt that the group experience had been instrumental in improving his child's willingness to let him date and that the child was more open to entering into new activities with the neer group. Ethical questions concerning evaluation of grief support groups arose. In particular, these questions could be addressed by looking at the underlying principles of non maleficence and beneficence. The duty to "do no harm" was a direct outcome of the investigator's professional training and demeanor and the manner in which subjects were recruited and interviewed. All subjects were fully informed volunteers who knew the scope of the study in advance and had the freedom to end their participation at any time. Individual contacts were made only by the investigator so that multiple professionals were not attempting to establish a relationship with the subjects within the evaluation period. The duty to act to benefit others were fulfilled since the investigator was able to provide information concerning Hospice services and to be an attentive listener to the concerns of all participants. At times, the investigator was perceived as a sensitive and knowledgeable participant in the grief process merely due to hisdependable presence and availability to the subjects. In no instance was the investigator. a direct provider of services but she was a liaison between families and community.resources as needed or requested. The duty to provide responsible caring was met as the investigator continually focused reMained sensitive to the needs of grieving families. on her role as evaluator but Thus, the professional training as a school psychologist provided the background for staying in the role of evaluator and not crossing into the counselor position. Care was taken to work with families at times convenient to them and to allow extra time for discussion of events as needed. In addition, where families_requested that the investigator convey particular information to the Hospice directors, this was undertaken.in a,professional manner at once. .Dickinson, G. E. (1992). First childhood death experiences. Omega, 25 (3), 169-182. . Lieberrnan, M. A. (1993). Bereavement self-help groups:,A review of conceptual and methodological issues._ .In M. S. Stroebe & R. 0..Hansson_(Eds.), Handbook of bereavemeni: Theory, research, and intervention, Cambridge,. (pp. 411-426)... Masterniant S. H. & Reams, R. (1988). Support groups f9r bereaved preschool and school-age children. American Journal of Orthopsychiatry. 58 (4), 562-570. Wass, H. (1991). Helping children cope with death. In D. Papadatou & C. Papadatos (Eds.), Children and death. New York: Hemisphere (pp. 11-32). Zambelli, G. C., Clark, E. J., Barille, L., & deJong, A. F. (1988). An interdisciplinary.approach to clinical intervention for childhood bereavement. Death Studies 12 41-50. AVAILABLE BEST COPY