PSY 638 Final Project Milestone Three Guidelines and Rubric
Prompt: Building upon your work for Milestones One and Two, you will submit a draft of the Intervention Strategy and Implementation Plan sections of your
grant proposal.
Specifically, the following critical elements must be addressed in your milestone assignment:
III. Intervention Strategy: Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue.
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies for consistency with current developmental theories.
ii. How effective were these strategies in addressing their respective issues? To what extent would these intervention strategies address
the issue identified in your community?
b. Selection: Select an 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.
c. Ethics: Analyze the selected intervention strategy for possible ethical and legal challenges. Consider provider as well as client concerns.
IV. Implementation Plan: Construct a plan for implementation of the selected intervention strategy in your community.
a. Narrative: Compose a narrative to describe the setting, personnel, target population, length of time for service, and capacity of the
proposed program.
b. Training: Formulate a strategy for the training of personnel according to the selected intervention strategy.
c. Assessment: Recommend an assessment plan to evaluate the effectiveness of the intervention strategy.
d. Ethics: Assess the ethical and legal implications for implementing the intervention strategy in your community.
Guidelines for Submission: Your paper must be submitted as a 6–8 page Microsoft Word document with double spacing, 12-point Times New Roman font, oneinch margins, and at least five sources cited in APA format.
Rubric
Critical Elements
Proficient (100%)
Intervention
Submission evidences an extensive
Strategy:
review of the current literature to
Efficacy
demonstrate consideration of
evidence- based intervention
strategies for the identified
problem/need (considers a
minimum of two intervention
strategies at a highly detailed level)
Intervention
Submission evidences a clear
Strategy:
selection of an intervention
Selection
strategy based on theoretical and
research support considering the
age-specific population and
community
Intervention
Strategy: Ethics
Implementation
Plan: Narrative
Submission provides an extensive
review of the ethical and legal
implications for using the selected
intervention strategy that
considers provider as well as client
concerns
Submission presents a detailed
narrative to sufficiently describe
the setting, personnel, target
population, length of time for
service, and capacity of the
proposed program
Implementation Submission presents a detailed
Plan: Training plan that accounts for the training
needs of the essential personnel
who will supply the services
outlined in the intervention
strategy
Needs Improvement (75%)
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
Submission evidences a clear
selection of an 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
Submission provides a review of
the ethical and legal implications
for using the selected intervention
strategy that may only consider
either provider or client concerns
Not Evident (0%)
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
Submission evidences a selection of
an intervention strategy that lacks a
clear basis in theoretical and
research support, and it fails to
clearly consider the age-specific
population and community
Submission provides a selective or
minimal review of the ethical and
legal implications for using the
selected intervention strategy, and
it only considers either provider or
client concerns
Submission presents a narrative
Submission presents a narrative
that may lack detail to sufficiently that lacks detail to sufficiently
describe one or more of the
describe two or more of the
following key components: the
following key components: the
setting, personnel, target
setting, personnel, target
population, length of time for
population, length of time for
service, and capacity of the
service, and capacity of the
proposed program
proposed program
Submission presents a plan that
Submission lacks a plan that
accounts for key training needs of accounts for the training needs of
the essential personnel who will
the essential personnel who will
supply the services outlined in the supply the services outlined in the
intervention strategy; this plan
intervention strategy, or the plan as
may lack the level of detail
presented is minimal for meeting
necessary to demonstrate full
training needs for the selected
consideration of training needs
intervention
Value
13
13
13
13
13
Implementation Submission provides a detailed
Plan:
plan for assessing the effectiveness
Assessment
of the program/intervention
strategy (an essential component
of grant submission that allows for
programs to be considered
“evidence based”)
Implementation Submission evidences a strong
Plan: Ethics
assessment of the ethical and legal
considerations for implementing
the intervention strategy
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
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
goal of the data collection
Submission evidences an
assessment of the ethical and legal
considerations for implementing
the intervention strategy; this may
lack attention to one or more
elements necessary for a sound
ethical approach
Submission has some errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission provides a concept too
general for assessing the
effectiveness of the
program/intervention strategy
13
Submission provides minimal
consideration of the ethical and
legal implications; this submission
lacks attention to two or more
essential elements necessary for a
sound ethical approach
13
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization that
prevent understanding of ideas
9
Earned Total
100%
Running head: Milestone One
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Milestone One
Southern New Hampshire University
Regina Doran
Milestone One
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The program that I will be writing about is called project health kids. This program will
take place in a school setting, an elementary school. Proper nutrition is very important for
children and their growing brains. There are areas and some schools where children go to school
with no food in their bellies or food at lunch time. This program will allow for all children no
matter their background to receive to healthy meals a day, no questions asked.
Nutritional disorders are not uniformly distributed in human populations. Many
conditions, like failure to thrive, and trace metal deficiencies--are more likely to occur in the
context of poverty, environmental deprivation, and disadvantaged social conditions, all of which
may adversely affect behavior and development (Lozoff, 1989). The intimate linkage of
nutritional and environmental disadvantage colors the interpretation of much research on the
effects of nutrition on human behavior. Some have argued that this confluence makes it almost
impossible to attribute behavioral and developmental ill effects to a given nutritional problem per
se. Recent studies have addressed this methodologic and interpretative challenge with
increasingly careful attention to the social environment. The emerging picture suggests that
nutrition and environment are not simply confounded, but rather truly interactive such that "the
probable effects of early nutritional insult are highly dependent on the familial and socialenvironmental context in which they occur ( Lozoff, 1989).These issues are relevant not only to
nutrition but also to other conditions that place children at develop. mental risk, such as
prematurity, perinatal stress, and increased lead levels.
Wraparound services (i.e., community-based collaborative care) for children with severe
mental health needs have been reported as effective. Yet, no attention has been given to
aggregating treatment results across racially and economically diverse groups of youth. While
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controlling for socioeconomic status (i.e., free/reduced lunch status) this study explored potential
racial disparities in response to wraparound services. Method: Data from a diverse statewide
sample (N 1,006) of low-income youth (ages 6–18 years) identified as having a serious
emotional disturbance were analyzed for differences in wraparound attrition, fidelity, and
effectiveness. Results: African American youth receiving free/reduced lunch failed to complete
wraparound services at significantly higher rates when compared to Caucasian youth. For those
who met treatment goals (i.e., completed services), mean intervention fidelity scores showed
services to be implemented similarly across youth. Furthermore, wraparound services resulted in
improvements in mental health functioning, though racial background and attrition status
impacted exit scores. Discussion: Collaborative community-based mental health services
improve youth outcomes and physicians and school personnel should strive to be part of these
teams. Further research is needed to more closely examine the challenges of helping youth to
meet the goals associated with their wraparound services (Yohannan, Carlson, Shepherd, &
Batsche-McKenzie,2017).
Food intake was measured over the course of a school year and it was compared to
playground behaviors in a sample from 111 Kenyan school aged children. It was found that the
children who were better nourished were more active, happy, and showed more leadership
behavior. Compared to those who were not properly nourished, they appeared to be more
anxious on the playground. Children who had attended less school were more solitary and
inactive than children with more school experience. Aggression on the playground was related
only to family background. The relations between food intake and activity level persisted even
when family education, SES, and school participation were considered (Espinosa, Sigman, D.,
Neumann, Bwibo, & McDonald, 1992). Among the Kenyan school-age children, the cognitive
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and academic skills of children who were shorter and lighter and who consumed fewer
calories were inferior to those of taller, heavier children with higher caloric intakes. Family
economic status and, especially, duration of schooling, were also associated with cognitive skills.
However, even when these factors were considered, physical stature and food intake were related
to cognitive abilities. In addition, better nourished girls were more attentive to academic tasks in
their classroom then girls who were less well-nourished (Espinosa et al., 1992).
Development rates vary among individuals, often as a result of direct competition for
food. Survival of young might depend on their learning abilities, but it remains unclear whether
learning abilities are affected by nutrition during development. The authors demonstrated that
compared with controls, 1-year-old Western scrub jays that experienced nutritional deficits
during early post hatching development had smaller hippocampi with fewer neurons and
performed worse in a cache recovery task and in a spatial version of an associative learning task.
In contrast, performance of nutritionally deprived birds was similar to that of controls in 2 color
versions of an associative learning task. These findings suggest that nutritional deficits during
early development have long-term consequences for hippocampal structure and spatial memory,
which, in turn, are likely to have a strong impact on animals’ future fitness (Pravosudov,
Lavenex, & Omanska, 2005).
In the review of Disadvantaged Children: Health, Nutrition, and School Failure,
Similarly in the chapter, "Nutrition, Growth, and Development," it is made clear that the data :
cannot be interpreted as demonstrating conclusively that malnutrition directly affects either
nervous system development or intellectual growth. Unfortunately for the firm conclusions of
both the scientist and the citizen, malnutrition in man does not occur in isolation from other
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important biologic and social circumstances. In the final chapter, the authors state that they
began the book because they: feared that attempts to remedy the school failure of disadvantaged
children exclusively through educational intervention might well fail, and failing, revive the
ancient claim that these children were genetically inferior . . . They make clear that while the
accuracy of some of the critical evaluations of Headstart programs, for example, might be
questioned, and some of the failures attributed to lack of clarity in definition of objectives and
curriculum, shortages in funds, or impatience for results, what they had seen of the physical risks
to which poor children are subjected made them more than ever certain that: even the best of
such programs cannot hope to succeed in fully averting, for those children now most likely to
fail, the negative consequences of generations of exposure to poor conditions for health and
growth. (Deschin,1972).
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Milestone One
References
Deschin, C. S. (1972). Review of Disadvantaged children: Health, nutrition, and school failure.
American Journal Of Orthopsychiatry, 42(4), 729-732. doi:10.1037/h0097657
Espinosa, M. P., Sigman, M. D., Neumann, C. G., Bwibo, N. O., & McDonald, M. A. (1992).
Playground behaviors of school-age children in relation to nutrition, schooling, and
family characteristics. Developmental Psychology, 28(6), 1188-1195. doi:10.1037/00121649.28.6.1188
Lozoff, B. (1989). Nutrition and behavior. American Psychologist, 44(2), 231-236.
doi:10.1037/0003-066X.44.2.231
Pravosudov, V. V., Lavenex, P., & Omanska, A. (2005). Nutritional deficits during early
development affect hippocampal structure and spatial memory later in life. Behavioral
Neuroscience, 119(5), 1368-1374. doi:10.1037/0735-7044.119.5.1368
Yohannan, J., Carlson, J. S., Shepherd, M., & Batsche-McKenzie, K. (2017). Exploring attrition,
fidelity, and effectiveness of wraparound services among low-income youth of different
racial backgrounds. Families, Systems, & Health, 35(4), 430-438.
doi:10.1037/fsh0000313
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