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My program is a bullying prevention program that will be taken place in middle schools for children, parents, and faculty members to take action and be aware and to decrease the amount of bullying that occurs in the low SES neighborhood schools.
After reading Chapters 12 and 13, draft a budget for the program you are proposing for this course.
The paper should contain a table that presents the “high level” budget with these categories:
Income / Revenue
Grants
Insurance – third-party payments
Donations
Fees paid by clients
Expenses
Salaries and wages
Outreach/Marketing/Recruitment
Rent
Utilities
Equipment
Supplies
1. The draft paper should include some reference to the literature in describing aspects of budgeting for programs and interventions.
2. The draft paper should include a description of which major approach to budgeting, or major model, the proposed budget entails. (see Chapter 12).
3. The draft paper should discuss the sociopolitical context of the budget, and some of the known or expected technical challenges in creating or using the budget.
4. The draft paper should discuss specific ways to evaluate or monitor the budget once the program is active.
5. The description of the budget should also include explicit consideration of how intersecting marginalized identities and communities are reflected in the budgeting process (are there personnel considerations, resource considerations, outreach considerations, to address the needs of different groups within your intended service population?).
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Program Development
Drafting Assignment 1
I would like to design a program that will educate students at an early age about bullying.
This program will prevent those children and adolescents who already suffer from mental health
disorders to have the reassurance that they can be in a safe learning environment and not have to
worry about their protection or wellbeing. I truly am an advocate for victims of bullying because
not only was I bullied myself at a young age, but I have current clients in elementary and middle
school who are being verbally and physically abused on school grounds. Additionally, although I
do my part as a therapist to provide psychoeducation, teach individuals to use their voice,
provide coping skills, and utilize other interventions, unfortunately, I cannot control what is
going on when my clients are at home or at school.
Bullying victims have a variety of negative outcomes, including poor social and
academic adjustment, sadness, and anxiety (Evans et al., 2014). Bullying is a concern in schools
and communities throughout the United States and around the world, but there is ambiguity
about the best effective techniques for preventing it and treating its effects on children and youth.
Parents, professionals, school faculty, and other community members may help children avoid
bullying by talking about it, fostering a safe school environment, and developing a communitywide bullying prevention strategy to minimize the damaging impacts of bullying, thus, creating a
secure environment.
In a way to construct a program, facts and information are gathered, and the situation is
assessed to better understand what the problem is and what can be done to address it (Kettner et
al., 2017). To gather information, I will employ questionnaire tools for students to report their
current concerns and problems at school, and for us to track the severity of bullying in the school
environment. Questionnaires are one type of quantitative data collection instrument.
Questionnaires often pose closed-ended questions, can be measured statistically, and are simpler
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to distribute in order to obtain a bigger sample size (McLeod, 2017). Adults underestimate the
prevalence of bullying because children seldom report it and it frequently occurs while adults are
not there, thus bullying may be assessed via anonymous questionnaires, which can offer a clear
picture of what is going on.
Some of the known or expected technical challenges in addressing bullying is that even if
schools implement bullying prevention or awareness programs, bullying practices will persist if
the programs are unsuccessful. According to Grisham (2015), anti-bullying interventions may
temporarily help to minimize bullying behaviors but may not be powerful enough to entirely
eliminate the problem.
It is significant to understand that known legality issues amongst this topic as well.
According to the United States Department of Health and Human Services (2016), each state
treats bullying differently through legislation and model policies.
When a problem is not properly handled, the Office for Civil Rights of the United States
Department of Education and the Civil Rights Division of the United States Department of
Justice may give aid; however, no federal legislation expressly addresses bullying (U.S.
Department of Health and Services, 2016). According to the United States Department of Health
and Human Services (2016), bullying can also be associated with discriminatory harassment,
which is protected by federal civil rights legislation administered by the United States
Departments of Education and Justice. Whenever there is bullying, schools are required by law
to effectively manage behaviors that are severe, hurtful, detrimental, or create a hostile
atmosphere at school (U.S. Department Health and Services, 2016). Unfortunately, this is not
always the case, and the seriousness of the bullying is clearly not stressed enough, because the
rates of mental health disorders due to bullying is only increasing.
Bullying behaviors can be caused by a variety of factors, including but not limited to peer
influence, poor living situations, and social hierarchy (Grisham, 2015). Due et al. (2009)
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investigated the socioeconomic distribution of teenage bullying exposure globally and
documented the role of the macroeconomic environment. Children or adolescents who attend
schools or reside in countries with a big socio-economic disparity are more likely to be bullied
(Due et al., 2009).
According to Ditch the Label (2019), some of the causes of bullying include stress and
trauma, violent behaviors, poor self-esteem, being bullied, a terrible family life, limited access to
quality education, and relationships. Furthermore, Matthews et al. (2017) found that being a
bully as a child is correlated with higher stress, aggressive behavior, and poorer health behavior
patterns in adulthood, whereas being a victim of childhood bullying is associated with lower
socioeconomic resources, less optimism, and more substantial mistreatment in adulthood. It is
critical that children who are predisposed to becoming bullies or victims are identified at an early
age in order to assist prompt prevention of bullying and victimization.
It has been established that adolescents from lower socioeconomic status (SES)
households are more likely to be victimized and endure more severe long-term mental health
implications as a result of this victimization than victims from more wealthy social situations
(Jansen et al., 2012). Other research has verified that victimization rates are greater among
children from low socioeconomic backgrounds, as evidenced by their parents’ low-skill
employment or low educational attainment, a lack of financial resources, and single motherhood
(Jansen et al., 2012). Bullying, like victimization, appears to be socially structured by parental
socioeconomic position. School neighborhood SES, in addition to home SES, may predict
bullying behavior because school neighborhood factors, such as criminal activity, support
networks and discipline, and similar factors are likely to impact children’s behavior.
To monitor the program once it is active, I will establish a bully helpline for individuals
to call at any time where they can share their concerns about what is going on at the school
campus, and additional further details to be inquired. Those who are advocates for individual
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well-being as well as professionals in the field of mental health can volunteer to work on the
helpline. Additionally, an informative presentation educating about bullying should be given
every 3 months in schools who have students who are more vulnerable and susceptible to
bullying behaviors. A bully box will be passed around to the students after every presentation
where the children may drop a message to notify teachers and faculty members about any current
concerns about bullying with details about the incident, and this may even address the issue of
how some children may be reluctant or afraid to report a bullying occurrence. After
administrators receive all the messages, the school faculty will be prompted to give feedback
utilizing the resources given from the presentation. A survey will be also given to the school
administrators after every presentation as well for them to rate and provide any feedback for
future presentations. The feedback provided is hoped to be meaningful and related to the
usefulness and quality of the bullying prevention program. Input from experts, teachers, faculty,
as well as students themselves will be utilized and incorporated into the development to improve
the quality of the program and its content.
References
Ditch the Label. (2019). Why do people bully? The scientific reasons. Retrieved from
https://us.ditchthelabel.org/why-do-people-bully/
Due, P., Merlo, J., Harel-Fisch, Y., Damsgaard, M. T., Holstein, B. E., Hetland, J., …
Lynch, J. (2009). Socioeconomic inequality in exposure to bullying during
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adolescence: A comparative, cross-sectional, multilevel study in 35 countries.
American Journal of Public Health, 9(5), 907–14.
Evans, C. B., Fraser, M. W., & Cotter, K. L. (2014). The effectiveness of school-based bullying
prevention programs: A systematic review. Aggression and Violent Behavior, 19(5),
532-544.
Grisham, K. (2015). Current anti-bullying programs prove to be ineffective. Retrieved
from http://lohslakeviews.com/current-anti-bullying-programs-prove-to-beineffective
Kettner, P.M., Moroney, R.M., & Martin, L.L. (2017). Designing and managing programs:
An effectiveness-based approach (5th ed.). Sage.
Jansen, P. W., Verlinden, M., Dommisse-van Berkel, A., Mieloo, C., van der Ende, J., Veenstra,
R., … & Tiemeier, H. (2012). Prevalence of bullying and victimization among children in
early elementary school: Do family and school neighbourhood socioeconomic status
matter?. BMC public health, 12(1), 1-10. https://doi.org/10.1186/1471-2458-12-494
Matthews, K., Jennings, J., Lee, L., & Pardini, D. (2017). Bullying and being bullied in
childhood are associated with different psychosocial risk factors for poor physical
health in men. Psychological Science, 28(6), 808–821.
Mcleod, S. (2017). Psychology research ethics. Simply Psychology. Retrieved from
U.S. Department of Health & Human Services. (2016). Stop bullying. Retrieved from
https://www.stopbullying.gov/news/media/facts/
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The support services supervisor and the four support services staff work for all programs. Since different programs
have peaks and valleys in their workloads, a decision was made by Safe Haven to have all support services staff
work for all programs and to allow the support services supervisor to manage the workload. Therefore, the salaries
and wages of the support services supervisor and the four support services staff are indirect costs and are assigned
to the indirect cost pool.
1 – Autobiographical
Adding across the row “Total salaries and wages” in Table 13.3, we arrive at a figure of $908,000 ($120,000+
$180,000+ $120,000+ $488,000). This figure ($908,000) is the same as the figure for total salaries and wages
identified in Table 13.1. Thus, we know that the math is correct and that we didn’t gain or lose money
(something you can’t do) when assigning salary and
wage costs.
ERE follow the salaries and wages they relate to. Thus, the ERE rate of 25% is applied to the total salaries and
wages for each of the three programs as well as the indirect cost pool (see Table 13.4).
Reading across the “ERE” row, the respective amounts are $30,000, $45,000, $30,000 and $122,000. These four
amounts total $227,000, which is again the same figure that appears for ERE in Table 13.1. All salary and wage
costs have now been assigned, and attention can be directed to dealing with other operating costs.
Other operating costs is the term applied to those items of cost in a line-item budget that are not salary and wage
related. Other operating costs tend to be indirect costs because they generally benefit all programs. For example,
all human service programs benefit to some extent from rent, utilities, supplies, telephone, equipment, printing
and duplicating, and so on. Additionally, all human service programs generally have at least some travel and
conference costs. Thus, all the other operating costs in the Safe Haven budget are indirect costs and are therefore
assigned to the indirect cost pool (see Table 13.5).
Table 13.4 Safe Haven Assigning ERE Costs
Budget Line Item
Salaries and wages
Executive director
Business manager
Accountant
Annotate
Case managers 2 @
$60,000
Counselors 3 @
$60,000
Job training specialists
2 @ $60,000
Support services
Case
Table 13.4 Safe Haven Assigning ERE Costs
Management
Program
$120,000
Counseling
Program
$180,000
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Employment Training and
Placement Program
$120,000
Indirect
Cost Pool
$110,000
90,000
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70,000
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Executive director
Business manager
Accountant
Case managers 2 @
$60,000
Counselors 3 @
$60,000
Job training specialists
2 @ $60,000
Support services
supervisor
Support services staff 4
@ $42,000
1. Total salaries and
wages
2. ERE @ 25%
3. Rent
4. Utilities
5. Equipment
6. Supplies
7. Telephone
8. Travel
9. Conferences
10. Printing and
duplicating
11. Other
(miscellaneous)
Totals
120,000
120,000
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180,000
180,000
120,000
120,000
90,000
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70,000
50,000
168,000
488,000
Update Available
For the remaining salary and wage items in Table 13.3, the question is asked: Is this item a direct cost or an
indirect cost? For example, the work of the executive director benefits all agency programs, so her salary
($110,000) is an indirect cost. As an indirect cost, the executive director’s salary cannot be placed in any of the
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10. Printing and
duplicating
11. Other
(miscellaneous)
Totals
Identifying Direct and Indirect Costs
Every item of proposed expense (as identified in a human service agency’s line-item budget) can be classified as
either a direct cost or an indirect cost. Direct costs are those items of proposed expense to be incurred by a human
service agency for the benefit of only one program. Examples of direct costs include the following:
• salaries and wages of staff who work for only one program
• materials and supplies used for the benefit of only one program
• travel costs associated with only one program
●
equipment used exclusively in one program
• any other costs that benefit only one program
● building rent
• utilities
● janitorial services
telephones
Indirect costs are those items of expense proposed to be incurred for two or more programs. Indirect costs are
sometimes referred to as “overhead costs” or “organizational and maintenance (OM) costs.” Indirect costs typically
involve the salaries, wages, and ERE of the executive director and other agency staff who work on all agency
programs. Additionally, all operating expenses that benefit two or more agency programs are considered indirect
costs. Other operating costs that are generally treated as indirect costs include the following:
●
● auditing
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Assigning Direct Costs to Programs and Indirect Costs to the Indirect Cost
Pool
Budget Line Item
For a human service agency to determine the total cost of its programs, each program’s direct costs must be
determined, as well as each program’s relative share of indirect costs. The total cost of a human service program is the
sum of its direct and indirect costs. Identifying a program’s direct costs is a fairly straightforward activity. If a cost
item is proposed to be incurred for one program and only one program, the cost is a direct cost to that program.
In our Safe Haven case study, we will assume that (1) the two case managers work exclusively for the case
management program, (2) the three counselors work exclusively for the counseling program, and (3) the two job
training specialists work exclusively for the employment training and placement program. Consequently, all of
these costs are direct costs and are assigned to their respective programs (see Table 13.3).
Table 13.3 Safe Haven Assigning Salary and Wage Costs
Salaries and wages
Case
Table 13.3 Safe Haven Assigning Salary and Wage Costs
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Management
Program
Counseling
Program
Employment Training and
Placement Program
Indirect
Cost Pool
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Budget Line Item
In the rows of the cost allocation plan format, the same line-items appear that are used in the human service
agency’s line-item budget (see Table 13.1). Revenues are not used in the cost allocation plan format, only expenses.
Each of the three programs (case management, counseling, and employment training and placement) appears in a
column heading. One column is labeled “Indirect Cost Pool.” With the aid of this cost allocation plan format, the
total cost of each of the three programs can be determined.
Table 13.2 Safe Haven Cost Allocation Plan Format
Salaries and wages
Executive director
Business manager
Accountant
Case managers
Counselors
Job training
specialists
Support services
supervisor
Support services
staff
1. Total salaries
and wages
2. ERE @ 25%
3. Rent
4. Utilities
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5. Equipment
6. Supplies
7. Telephone
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8. Travel
Table 13.2 Safe Haven Cost Allocation Plan Format
Case Management Counseling
Program
Program
Employment Training and
Placement Program
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Indirect
Cost Pool
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payments, federal and state withholding taxes, health and dental insurance costs, pension costs, and others.
Identifying All Revenues and Expenses
A human service agency or program line-item budgeting format should include a complete presentation of all
anticipated revenues and all proposed expenses. As Table 13.1 illustrates, the line-item budget for Safe Haven is
balanced; total anticipated revenues are $1,369,000 and total proposed expenses are $1,369,000.
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Balancing the Budget
The use of a line-item budgeting system with a standardized budget format that includes all anticipated revenues
and proposed expenses clearly indicates whether the budget is balanced or unbalanced. During the budgetary
process, the standardized line-item budget format facilitates the identification and discussion of where proposed
expenses might be reduced or where additional revenues might be sought in order to bring the finalized budget
into balance.
Because balancing the budget can sometimes be a painful experience, a temptation exists to force a budget into
balance. A forced balanced budget is created when the management of a human service agency or program
consciously overstates revenues or understates expenses. There is an old story about the director of a religiously
affiliated human service agency who forced his agency budget into balance each fiscal year by routinely including a
revenue category called “unanticipated income.” When asked about this unorthodox approach, the director replied
that he preferred to trust in divine intervention rather than go through the pain of balancing the budget. Unless
one has connections in high places, forcing the budget of a human service agency or program into balance is risky
business.
Update Available
Balancing the budget at the beginning of the fiscal year can be a difficult task, but it is preferable to trying to
balance an unbalanced budget during the fiscal year. An unbalanced budget must eventually be balanced. Each
month that a budget remains unbalanced makes the task more difficult. The actual impact of a budget reduction
on the operations of a human service agency or program is equal to the amount of the necessary reduction
multiplied by the number of months elapsed in the fiscal year. For example, a $2,000 budget reduction made in
the sixth month of a fiscal year actually has an organizational impact equal to $12,000 on an annualized basis.
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