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ASSISTING WITH FINALIZING MY PAPER IS COMPLETE JUST NEED SOME MINOR FIXING BASED ON RUBIC i AM LOOKING FOR SOMEONE WHO ACUTALLY REVIEWED AND MADE CHANGES DUE TODAY
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course is to construct a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for your community’s children or adolescents. The final project represents an authentic demonstration of competency because it requires you to apply concepts from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention program. Some terms grant proposals commonly use include problem identification, prevalence, assessment of resources, the impact of the problem, and implementation plan. The critical elements listed in the prompt reveal the meaning of these grant terms. The prompt asks you to devise a grant proposal to submit in the field of psychology. Grant proposals may request funding for research, training, institutional upgrades, nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs, such as engaging underrepresented cultures. This task aims to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has more than
0 at-risk students whose reading performance directly affects their self-esteem and negative behavior issues. The school submitted a grant proposal to support the development of a program to help all students with poor reading skills learn to read at grade level. The program would also help them increase their reading speed, comprehension, reading attention span, and overall sense of worth, esteem, and achievement. Studies have shown those who do better in school fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant of $250,000 to contribute to the start-up funds for a family homeless shelter and mental health services. As an innovative, all-inclusive shelter program, the center aims to provide for
families with children under five experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area and working to break the cycle of homelessness.
Community Outreach
Healthy Tomorrows aims to stimulate innovative community-based programs that employ prevention strategies to promote nationwide access to healthcare for children and their families. Funding supports direct-service projects, not research projects. Healthy Tomorrows supports family-centered initiatives that implement innovative resource approaches to promote community; define preventive child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to achieve self-sustaining programs to ensure healthy children and families.
Healthy Tomorrows requested a grant proposal of $10,000 to conduct a needs analysis for a meal-delivery program to serve its less-mobile community members.
Review the grant-writing resources available in Modules One and Seven.
The project includes three milestones you will submit throughout the course to scaffold learning and ensure quality final submissions. You will submit these milestones in Modules Three, Five, and Seven. The final submission will occur in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
- Assess contemporary theories of development for their strengths and weaknesses in addressing current developmental, behavioral, and diagnostic issues for children and adolescents
- Critique the major criteria used to classify children and adolescents with specific disorders established by the American Psychiatric Association
- Evaluate the influence of individual, familial, environmental, cultural, and political factors for their current impact on the diagnostic process for children and adolescents
- Evaluate child and adolescent development resources and support services in terms of accessibility, organization, funding, and overall effectiveness
- Assess the ethical implications of research and program development in the field of child and adolescent psychology
- Analyze the effectiveness of theoretically-supported intervention strategies to address the current developmental, behavioral, and diagnostic needs of children and adolescents
Prompt
The grant proposal will contain the critical elements listed below.
- Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
Prevalence: Determine a necessary program or service by examining the current needs of your community’s children or adolescents, using the standards established by the American Psychiatric Association.
What issue have you chosen to address? Who is affected? What data will you use to point to the prevalence of this issue? Begin your paper with a clear and concise identification of the problem as it exists within your community. Support the problem identification with published data, links, or citations.
What is the necessary service or program? How will it address the needs you have examined?
Assessment of Resources: Evaluate available and needed resources in your community.
Evaluate the resources available for providing a program or service like the one you identified. This is an essential part of justifying a grant request. You must clearly articulate the limitations of current services and describe the service gap your proposal would fill. Support your assessment of resources with published data, links, or citations.
Determine necessary but unavailable resources and explain their importance in providing the identified program or service.
Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. This section is where you will justify the urgency or need for your proposal by describing the potential impacts of not addressing the problem proactively.
Articulate how the lack of the identified program or service impacts the community.
How is the lack of available resources exacerbating the issue?
- Literature Review: Conduct a review of available literature around the developmental theory concerning your identified issue (3–4 pages):
Problem/Need: Begin your literature review with a concise statement of your research question (identifying the problem you wish to study). Using American Psychiatric Association criteria and current professional research publications, describe how the identified developmental, behavioral, or diagnostic problem is identified and diagnosed in children and adolescents.
Theory Survey and Comparison: Survey at least two relevant developmental theories. At least one theory must be current, and the others may be classic or current.
Identify the factors that contribute to the problem’s prevalence according to these theories.
How do these different theories compare? What are their contrasting opinions about the prevalence and diagnosis of your identified problem?
- Intervention Strategy: Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
Efficacy: Analyze and critique at least two evidence-based intervention strategies for inconsistencies and effectiveness. You can find examples of evidence-based intervention strategies in the course readings.
Critically examine intervention strategies for consistency with current developmental theories.
How effective were these strategies in addressing their respective issues? To what extent would these intervention strategies address the issue identified in your community?
Selection: Select one evidence-based intervention strategy and justify your selection based on its effectiveness and the individual, familial, environmental, cultural, and political factors. Your strategy should be appropriate for your age-specific population.
Ethics: Analyze the selected evidence-based intervention strategy for possible ethical and legal issues from the perspective of the provider and from the perspective of the client. Refer and cite as needed to an appropriate, relevant, professional code of ethics such as the Ethical Principles of Psychologists and Code of Conduct.
- Implementation Plan: Construct a plan for implementation of the selected intervention strategy in your community (4–5 pages):
Narrative: Compose a narrative to describe the setting, personnel, target population, length of time for service, and capacity of the proposed program.
Training: Formulate and thoroughly describe a strategy for personnel training according to the selected intervention strategy.
Assessment: Recommend and thoroughly describe an assessment plan to evaluate the effectiveness of the intervention strategy.
Ethics: Assess the ethical and legal implications of implementing the intervention strategy in your community. Refer and cite as needed to an appropriate, relevant, professional code of ethics such as the Ethical Principles of Psychologists and Code of Conduct.
- Closing Statement: Summarize your grant proposal/recommendation, paying careful attention to the audience you must convince.
Milestones
Milestone One: Problem Identification Draft
In Module Three, you will create a draft of the Problem Identification section of your final grant proposal. In this assignment, you will consider the professional environment you will seek upon graduation. You will also consider a potential problem within that professional environment that could be solved through your recommended program, research, or initiative. This milestone is graded with the Milestone One Rubric.
Milestone Two: Literature Review Draft
In Module Five, you will submit a draft of the Literature Review section of your final grant proposal. Your draft will contain a narrative in which you will use professional journals, texts, and resources to provide a comprehensive examination of the identified problem from the perspective of current developmental theories. Providing examples relevant or similar to your organizational environment is imperative for those reviewing the grant to gain an experiential perspective of the grant truly. This milestone is graded with the Milestone Two Rubric.
Milestone Three: Intervention Strategy and Implementation Plan Draft
In Module Seven, you will submit a draft of your grant proposal’s Intervention Strategy and Implementation Plan section. This milestone is graded with the Milestone Three Rubric.
Final Submission: Grant Proposal
In Module Nine, you will submit your final grant proposal. The final submission will include responses to all critical elements listed above. It also should assemble the milestones into a single document. Revise each milestone area in response to the feedback provided during the milestone submissions across the course. Grant agencies will return strong grant applications with suggested or required changes before approval, so this practice mimics the actual process. Submit these sections in one complete, polished artifact containing all of the critical elements of the final product. The final submission will be graded using the
Final Project Rubric
.
What to Submit
Your grant proposal must be 12 to 16 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Use appropriate formatting according to the Publication Manual of the American Psychological Association: 7th Edition, including a separate title page and a separate reference page. The title page and reference page do not count toward your page total for this assignment.
Final Project Rubric
| Criteria | Exemplary ( | 100% | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
|---|---|---|---|---|---|---|
| The submission provides comprehensive research evidence of the existence and prevalence of the community’s identified problem/ need and provides real-world examples to support the argument | The submission provides published data that evidences the identified problem is a prevalent problem/ need for the community | The submission provides limited data to support that the identified problem is a prevalent problem/ need for the community | The submission lacks credible research data to support that the identified problem is a prevalent problem/need for the community | |||
| The submission contains an extensive and comprehensive list of community resources that may be related to the services necessary for addressing the identified problem/ need, as well as a detailed description of the limited capacity to address the identified problem and real-world examples to support claims | The submission provides evidence in the form of links, citations, and a description of local resources for their limited capacity to address the identified problem | The submission provides evidence in the form of links, citations, and a description of local resources, yet it may be lacking in the examination of the resources’ capacity to address the identified problem | The submission provides limited evidence in the form of links, citations, and a description of local resources without addressing the capacity of the resources to address the identified problem | |||
| The submission provides research-supported evidence in a highly detailed and professional manner that demonstrates the comprehensive impact the identified problem has been proven to have on individuals, families, and the community and grounds claims in actual examples and relevant theory | The submission provides research-supported evidence of how the identified problem will impact individuals, families, and the community if the problem is not addressed proactively | The submission provides research evidence of the general impact of the problem without considering the specific community | The submission discusses the general impact of the problem without considering the specific community or without providing research evidence to support the impact of the identified problem | |||
| The submission provides a comprehensive examination of the identified problem using current professional research publications and draws unique connections and insights from the literature | The submission contains substantial evidence that the identified problem/ need has been explored using current professional research publications | The submission contains limited evidence that the identified problem/ need has been explored using current professional research publications | Submission does not contain evidence that the identified problem/need has been explored using current professional research publications; research may be substantially out of date, from non-credible sources, or absent from the submission | |||
| The submission provides a comprehensive review of the literature that demonstrates professional consideration of current developmental theories for their approach to the identified problem; this review should include an examination of the competing or conflicting theoretical approaches to the identified problem/ need and an illustration from a real-world example to support the approach | The submission provides a review of the literature that demonstrates professional consideration of current developmental theories for their approach to the identified problem; this review should include an examination of the competing or conflicting theoretical approaches to the identified problem/ need | The submission provides a review of the literature that demonstrates consideration of current developmental theories for their approach to the identified problem; the examination of the competing or conflicting theoretical approaches to the identified problem/ need may be lacking in detail or absent from this submission | The submission lacks a review of the literature for demonstrating consideration of current developmental theories for their approach to the identified problem, and the examination of the competing or conflicting theoretical approaches to the identified problem/ need may be lacking in detail or absent from this submission | 15 | ||
| The submission evidences a comprehensive review of the current literature to demonstrate professional consideration of evidence-based intervention strategies for the identified problem/ need (considers a minimum of two intervention strategies at a highly detailed level) and uses real-world examples to illustrate claims | The submission evidences an extensive review of the current literature to demonstrate consideration of evidence-based intervention strategies for the identified problem/ need (considers a minimum of two intervention strategies at a highly detailed level) | The submission evidences a basic review of the current literature to demonstrate consideration of evidence-based intervention strategies for the identified problem/ need; submission may consider only a single intervention strategy | The submission evidences a selective or minimal review of the current literature to demonstrate consideration of evidence-based intervention strategies for the identified problem/ need, and the submission considers only a single intervention strategy | |||
| The submission evidences a clear selection of an evidence-based intervention strategy that has strong support from the theoretical and research support as it relates to the age-specific population and community through the use of specific, relevant details and real-world examples | The submission evidences a clear selection of an evidence-based intervention strategy based on theoretical and research support considering the age-specific population and community | The submission evidences a clear selection of an evidence-based intervention strategy that may lack a clear basis in theoretical and research support, or it may not clearly consider the age-specific population and community | The submission evidences the selection of an evidence-based intervention strategy that lacks a clear basis in theoretical and research support, and it fails to clearly consider the age-specific population and community | |||
| The submission provides a comprehensive review of the ethical and legal implications for using the selected evidence-based intervention strategy that considers provider as well as client concerns at a high level and provides real-world examples to support claims | The submission provides an extensive review of the ethical and legal implications for using the selected evidence-based intervention strategy that considers provider as well as client concerns | The submission provides a review of the ethical and legal implications for using the selected evidence-based intervention strategy that may only consider either provider or client concerns | The submission provides a selective or minimal review of the ethical and legal implications of using the selected evidence-based intervention strategy, and it only considers either provider or client concerns | |||
| The submission presents a highly detailed narrative to describe the setting, personnel, target population, length of time for service, and capacity of the proposed program at a well-organized and implementation-ready level, incorporating real-world examples as support | The submission presents a detailed narrative to sufficiently describe the setting, personnel, target population, length of time for service, and capacity of the proposed program | The submission presents a narrative that may lack detail to sufficiently describe one or more of the following key components: the setting, personnel, target population, length of time for service, and capacity of the proposed program | The submission presents a narrative that lacks detail to sufficiently describe two or more of the following key components: the setting, personnel, target population, length of time for service, and capacity of the proposed program | |||
| The submission presents a highly organized and detailed plan that accounts for the comprehensive training needs of the essential personnel who will supply the services outlined in the intervention strategy and incorporates real-world examples as support | The submission presents a detailed plan that accounts for the training needs of the essential personnel who will supply the services outlined in the intervention strategy | The submission presents a plan that accounts for key training needs of the essential personnel who will supply the services outlined in the intervention strategy; this plan may lack the level of detail necessary to demonstrate full consideration of training needs | The submission lacks a plan that accounts for the training needs of the essential personnel who will supply the services outlined in the intervention strategy, or the plan as presented is minimal for meeting the training needs for the selected intervention | |||
| The submission provides a highly detailed plan for assessing the effectiveness of the program/ intervention strategy and draws upon relevant examples to illustrate (an essential component of grant submission that allows for programs to be considered “evidence based”) | The submission provides a detailed plan for assessing the effectiveness of the program/ intervention strategy (an essential component of grant submission that allows for programs to be considered “evidence based”) | The submission provides a general concept for assessing the effectiveness of the program/ intervention strategy, yet it may lack clear direction or statistical concepts to meet the data collection goal | The submission provides a concept too general for assessing the effectiveness of the program/ intervention strategy | |||
| The submission evidences a comprehensive assessment of the ethical and legal considerations for implementing the intervention strategy; it is grounded in real-world examples | The submission evidences a strong assessment of the ethical and legal considerations for implementing the intervention strategy | The submission evidences an assessment of the ethical and legal considerations for implementing the intervention strategy; it may lack attention to one or more elements necessary for a sound ethical approach | The submission provides minimal consideration of the ethical and legal implications; it lacks attention to two or more essential elements necessary for a sound ethical approach | |||
| The submission evidences a closing statement that comprises the main points of the grant | The submission evidences a closing statement but fails to comprise all of the main points of the grant | The submission does not evidence a closing statement | ||||
| The submission is free of errors related to APA, citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format | The submission has no major errors related to APA, citations, grammar, spelling, syntax, or organization | The submission has major errors related to APA, citations, grammar, spelling, syntax, or organization that negatively impact the readability and articulation of main ideas | The submission has critical errors related to APA, citations, grammar, spelling, syntax, or organization that prevent understanding of ideas | |||
| Total: |
LaPorscha L.Terrell,M.S.
PSY 638 Child & Developmental Psy Sem
Dr.Gorbett
Southern New Hampshire University
December 11,2024
Intervention Strategy
EFFICACY
Inner-city communities face unique challenges such as poverty, crime, and limited access to resources. Community outreach programs play a critical role in addressing these issues. This paper explores evidence-based intervention strategies for inner-city outreach, critiques their efficacy, and selects an optimal approach for implementation. Additionally, an ethical and legal analysis is provided, along with a detailed implementation plan. Inner-city communities in the United States often struggle with systemic issues such as economic disparities, high crime rates, and inadequate educational opportunities. These challenges can have profound effects on residents, particularly on children and adolescents. Community outreach programs aim to mitigate these challenges by providing essential services, promoting resilience, and fostering community engagement. This paper examines evidence-based intervention strategies, selects one for implementation in an inner-city community, and proposes a comprehensive plan for its deployment.
SELECTION
After-School Educational Programs
After-school programs provide academic support, mentorship, and a safe environment for youth during high-risk hours. These programs align with Bronfenbrenner’s Ecological Systems Theory by addressing the microsystem and mesosystem of children’s environments. Studies show that students who participate in such programs experience improved academic performance and reduced delinquent behavior. However, limitations include inconsistent program quality and difficulties in sustaining funding.
Intervention Strategy 2: Community Mentorship Programs
Mentorship programs pair youth with adult mentors who provide guidance and support. This strategy aligns with Erikson’s Psychosocial Development Theory by helping adolescents navigate identity formation and social challenges. Research indicates that mentorship programs are effective in reducing dropout rates and fostering self-esteem. However, challenges include mentor availability and maintaining long-term relationships.
Effectiveness in Addressing Community Needs
Both strategies address critical issues, such as academic underachievement and lack of positive role models. While after-school programs focus on immediate academic needs, mentorship programs offer long-term developmental support. In the context of this inner-city community, after-school programs are better suited to address pressing educational deficits while providing a safe haven for youth.
The chosen strategy is an evidence-based After-School Educational Program. This intervention is effective in improving academic outcomes and reducing crime, as demonstrated by metaanalyses of similar programs. It considers individual factors, such as student learning needs, and familial factors, such as parental work schedules. Environmental and cultural factors, such as community support and cultural relevance of the curriculum, also contribute to its success.
Politically, these programs align with public policies supporting educational equity and crime reduction. This choice is based on its demonstrated effectiveness in addressing key challenges faced by inner-city communities, including academic underperformance, lack of supervision during after-school hours, and exposure to negative influences such as peer pressure and crime. This program stands out for its ability to provide a structured, supportive environment that fosters learning, personal growth, and safety. By considering individual, familial, environmental, cultural, and political factors, the after-school educational program emerges as a well-rounded and sustainable solution. Its ability to address the root causes of academic underachievement and social challenges makes it the most appropriate choice for the inner-city community.
ETHICS
From a provider’s perspective, ethical issues include maintaining confidentiality and ensuring cultural competence among staff. From the client’s perspective, issues such as accessibility and inclusivity must be addressed. It is crucial to follow APA’s Ethical Principles of Psychologists and Code of Conduct to uphold professional standards and protect participant welfare. The implementation of the After-School Educational Program in an inner-city community raises several ethical and legal considerations. These issues must be addressed to ensure the program operates in alignment with professional ethical standards, respects the rights of all participants, and promotes fairness, inclusivity, and integrity. Confidentiality and Privacy Providers must safeguard the personal information of participants and their families. This includes maintaining the confidentiality of any academic records, behavioral assessments, or personal data collected during the program. Staff must follow ethical guidelines and relevant laws, such as the Family Educational Rights and Privacy Act (FERPA), which protect the privacy of students’ educational records.
Cultural Competency
Providers must demonstrate cultural sensitivity and competence. Inner-city communities often consist of racially, ethnically, and culturally diverse populations. Program staff must be trained to respect and incorporate cultural values and practices into their interactions and activities to foster inclusivity and avoid unintentional biases or discrimination.
Informed Consent
Obtaining informed consent is a critical ethical requirement. Parents or guardians must be fully informed about the program’s objectives, activities, and potential risks before enrolling their children. Informed consent ensures that participation is voluntary and that parents understand how data will be collected and used. For older children, an age-appropriate assent process may also be required.
Equity and Fair Access
Providers must ensure equitable access to the program. This includes eliminating barriers such as financial costs, transportation challenges, or restrictive eligibility criteria. The program should prioritize underserved families to address systemic inequities in access to quality educational opportunities.
Conflicts of Interest
Providers must avoid conflicts of interest that could compromise the integrity of the program.
For example, if funding sources exert undue influence over the program’s objectives or curriculum, this could undermine its mission and effectiveness. Transparency in decision-making and funding allocations is essential.
From the Client’s Perspective
Respect for Autonomy
Participants and their families must feel that their autonomy is respected throughout the program. For example, parents should have the option to withdraw their child from the program at any time without penalty. Additionally, the program should empower students by giving them a voice in certain decisions, such as choosing extracurricular activities or tailoring learning goals.
Protection from Harm
The program must ensure a safe environment for participants. This includes physical safety (e.g., secure facilities, proper supervision) and emotional safety (e.g., preventing bullying or discrimination). Staff should be trained in trauma-informed care to address potential adverse experiences that participants may bring to the program.
Inclusivity and Non-Discrimination
To avoid ethical violations, the program must be inclusive and actively promote diversity. No participant should face discrimination based on race, ethnicity, gender, socioeconomic status, or disability. The program must comply with anti-discrimination laws, such as Title VI of the Civil
Rights Act, and offer accommodations for children with special needs as required by the Americans with Disabilities Act (ADA).
IV. IMPLEMENTATION PLAN
a. Narrative
The program will be implemented in a local community center, which is centrally located and accessible to residents. Personnel will include certified teachers, counselors, and volunteers trained in child development. The target population will be students aged 12-18 from lowincome families. The program will operate for nine months, coinciding with the school year, and will accommodate 50 participants per session. e program will be housed at a centrally located community center in the inner-city neighborhood. This location was chosen for its accessibility to families, as it is within walking distance of several schools and public transportation hubs. The community center already serves as a trusted gathering place for residents, making it a familiar and welcoming environment for participants. The facility includes classrooms, a gymnasium, a computer lab, and outdoor recreational space, providing the necessary infrastructure for both academic and extracurricular activities.
Operating hours will be from 3:30 PM to 7:30 PM, Monday through Friday, coinciding with the time when many students are unsupervised after school and vulnerable to risky behaviors. Weekend workshops and family engagement events will also be scheduled periodically to strengthen connections between the program and the broader community. The program will serve students aged 12 to 18, focusing on middle and high school youth who are at risk of academic failure, truancy, or involvement in delinquent behavior. Priority enrollment will be given to students from low-income households, single-parent families, or families experiencing economic or social hardships. A total of 50 participants will be enrolled in each session, ensuring an optimal staff-to-student ratio that allows for personalized support.
Parents and guardians will also be invited to participate in monthly workshops and family engagement activities to reinforce the program’s impact at home. Topics may include effective parenting strategies, financial literacy, and access to local resources.
b. Training
Personnel training will focus on academic tutoring, cultural competency, and trauma-informed care. Workshops will be held to ensure staff understand the unique challenges faced by inner-city youth and how to address them effectively. Additionally, training in conflict resolution and active listening will enhance staff preparedness. Effective training is critical to the success of the
After-School Educational Program. The program’s staff and volunteers must be well-prepared to meet the academic, emotional, and cultural needs of participants while adhering to ethical and legal standards. A comprehensive training plan will be developed to ensure all personnel are equipped with the necessary skills and knowledge to deliver high-quality services.
c. Assessment
The program’s effectiveness will be evaluated using both quantitative and qualitative methods.
Pre- and post-intervention surveys will measure academic performance, self-esteem, and
program satisfaction. Focus groups with participants and parents will provide deeper insights into the program’s impact. Key performance indicators (KPIs) will include improved grades, reduced absenteeism, and feedback from stakeholders. Effective training is critical to the success of the After-School Educational Program. The program’s staff and volunteers must be wellprepared to meet the academic, emotional, and cultural needs of participants while adhering to ethical and legal standards. A comprehensive training plan will be developed to ensure all personnel are equipped with the necessary skills and knowledge to deliver high-quality services.
d. ETHICS
Ethical considerations during implementation include obtaining informed consent from participants and guardians and ensuring the program respects cultural diversity. Data collection for assessment must prioritize confidentiality and adhere to relevant ethical guidelines. Staff will receive ongoing training in ethical practices, as outlined by the APA’s ethical code.
CONCLUSION
Community outreach programs are essential in addressing the challenges faced by inner-city communities. This paper has demonstrated the efficacy of evidence-based intervention strategies, culminating in the selection of an after-school educational program for implementation. The proposed implementation plan outlines a comprehensive approach to addressing the community’s needs while adhering to ethical and legal standards. With continued evaluation and community involvement, this program has the potential to create lasting positive change.
References
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Erikson, E. H. (1968). Identity: Youth and crisis. Norton.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). The impact of after-school programs that promote personal and social skills. American Journal of Community Psychology, 45(3-4), 294309.
Rhodes, J. E. (2002). Stand by me: The risks and rewards of mentoring today’s youth. Harvard University Press.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct.
