Application of Qualitative Methods to Program Evaluation

               African-American youth are incapable of flourishing impaired relationship abilities, especially those maturing in deprived homes and dangerous societies. This disadvantages them even in their workplace and personal lives. For this reason, researchers decided to come up with a platform to enable these youth to improve their engagement in services and constructive relationship skills. Stand Up Help Out (SUHO) has given the youths their experiences in caregiving through teaching elementary schooling children and constructive society action resourcefulness. This program aims to strengthen African-American’s personal and professional capacities in spite of the challenges facing them.

Strengths of the design

SUHO program created mutual relationships with peers as it involved interactions on class projects, presentations, and enjoyable social activities for a large portion of time. In ‘sharing circles, ’ youths supported each other on the divulge stressful adventures and grew trust for their peers as they shared their problems and feeling, making them develop a sense of caring among themselves. Secondly, SUHO created care-getting relations with instructors as it allowed progression in youths and instructor’s relationships. Group work straightened the degree of teens airing their views with the instructors; in the process, some teens had an opportunity to test their trust abilities and develop relationships to work through experience and abrasion.

Thirdly, in teaching school children, SUHO impacted the youths on caregiving to younger children from the experience autonomy as they choose activities for their mentees and competence bringing change in their mentees. This was possible with the instructor’s coaching in the development needs of youngsters, and guidance on how to avoid abusing authority was understood by the teens(Critique & McCrea, 2013). The next strength is the capacity to develop empathy, which instructors were able to trace through assessing the abilities of the youth to empathy during discussions and group empathy pieces of training. This made youths feel empathy for each other as they understood each other.

Limitations to the methodology, analysis, and conclusions from the data

Youths were still undergoing trauma from society as they sought help from instructors while facing difficulties on graduation, friendship, and relation commitments. Youths were in conflict-ridden surroundings, which are considered non-coercive ways of caring for youngsters and interpersonal conflicts. Some youths suggested that disobedient mentees be whipped out and that their perception of instructors responding with empathy rather than punishment was lenient(Critique & McCrea, 2013). During the program’s progress, youths experienced the impact of non-coercive caregiving interconnection and related it with their mentees changing their relatedness and started to explain their mentees’ wants to be cared for with passion and not coercion.

Living in dangerous and terrifying homes and societies leads to a collection of symptomatology within teens. Still, for the youths participating in SUHO, these traumas cannot suppress the inherent wish for relatedness and self-determination. Vulnerable youths are empowered by partaking in design and evaluation services in which they participate. SUHO provides youths with supportive care for their participation and opportunities for others to take care of youngsters. SUHO has enabled youths to respond well to profound social challenges and giving teens more opportunities to construct inward foundations for their later personal and professional relationships.

Recommendations for strengthening the design

               The design should focus on the children at their tender age before being exposed to traumatizing experiences and help them construct relatedness within themselves and start supporting each other as they grow and feel cared. The government can amend laws discouraging racial discrimination, community violence and ensure equal education levels in America. Parents too can be taught empathy for them to feel and recognize for their children and care for them. Children will be able to discuss their challenges with their parents enabling them to learn about their wants.

Reference

Critique Bulanda and McCrea’s 2013 article, “The promise of an Accumulation of care,”