Our Lady of Holy Cross College Program Description and Logic Model Paper Make revision and grammar correction to paper under these following section:The se

Our Lady of Holy Cross College Program Description and Logic Model Paper Make revision and grammar correction to paper under these following section:The section for revision : Creating Home Families, Supporting Psychological Needs, Provision of Education, and Socio-Economic Programming. 1
Program Description and Logic Model
Project Fresh Start (Homeless Organization)
Program Description
Project Fresh Start is a community-based organization that was established in January 2013 to
offer sustainable solutions among Americans who experience homelessness. Saab et al. (2016)
explain that about 900,000 people in the United States are forced to encounter a homeless night
each day. Such population call for effective inclusion of community-based services aimed at
availing them with basic human services (Morse et al., 2017). While governmental agencies have
strived to institutionalize the strategies needed to meet the day-to-day necessities presented by
these population, the situation is even worse among those that lack physical potential. As such,
Project Fresh Start tailors its operations with the aim of fostering reliance and sustainability
among the affected individuals. Similarly, the organization’s activities are geared towards
ensuring that every homeless individual in the United States is empowered to participate in the
endeavors of contributing to the economic advancement of their lives, the local communities of
engagement and the government. Corrigan et al. (2015) explain that initiatives targeting the
vulnerable members of the community must ensure that certain essential needs of the population
covered are met with adequacy. As such, Project Fresh Start meets these needs by availing the
registered homeless population with a wide range of services which include: support for life
sustenance by availing food sources, shelter, health care assistances and clothing; ample
interventions among the victimized members of the society through legal aid and crisis
counseling; child care and child support amenities; and settlement services. On the other hand,
Saulle et al. (2018) describe health associated vulnerabilities as issues of great concern among
the homeless members of the community. Appendix A gives a summary of the details of the
phases that will guide Project Fresh Start in the endeavors of meeting the day-to-day needs of the
registered homeless Americans.
Creating Home Families
The supportive manager will strategize the process that is essential to ensure that
individuals have a place they call home before embarking on the next issues. Since most people
cannot afford homes, the manager will ensure that the Home project can cater to most families
that have mental problems. The number of deaths that have been caused by homeless individuals
has increased in the past few years. Homeless people in the United States account for at least
4.2% in the last few years (Brush, Gultekin & Grim, 2016). Most people cannot afford decent
homes and thus are forced to spend most of their lifetimes in the cold, which contributes
massively to their health issues. Through a strategic process that is aimed at solving the problems
that affect people and consequently initiate ways of driving out these norms by setting a homebased Centre. Deficient of those affected are individuals, are mostly people who have been
neglected by their families, and lack sufficient income to support their families (Bogard, 2001).
The purpose of solving mental issues that affect these families is to ensure that there is a
transition process to their healthy living. Reasons that lead to homelessness among families are
financial constraints to cater for their medical bills. Start Fresh has an intensive measure that
provides for these ultimate needs.
Supporting Psychological Needs
The psychological need is a massive component of the goals of Project Start Fresh. Most
of the individuals, who are drawn to the streets and lack a home, have specific addictions which
highly contribute to this devastating issue. Lack of incentives in economic needs contributes to
psychological problems. Project Start Fresh is one of the most effective organizations that dwells
in the provision of basic needs and, more importantly counseling methods to individuals who
need it. In most cases, organizations concerned with the provision of home shelters to individuals
do not take into account the problems individuals suffer that result in homelessness. Project Start
Fresh critically addresses the issues that are faced by individuals in detail. Most people are
affected by their daily norms and when they surpass their efforts, which affects their mental
strengths. Despite collective individuals by the society and the other agencies in the provision of
a well-structured home, these individuals are not provided with psychological issues such as
depression cases. Some of the individuals have mental problems, which lead to a high rate of
depression. Project Start Fresh has strategic experts who are trained to provide a solution for
mental issues. Integrated systems are used to treat these individuals who have been on the cold as
a result of spending the nights in severe conditions (Weinreb et al., 2007). By blaming
individuals on their abilities, they are affected, which mostly leads to mental issues. They also
pass through a transition phase that spurs them to noble people in the community. Project Start
Fresh organization is well articulated with strategic approaches which ensure that individuals
affected can be accepted back to the society after full development.
Provision of Education Needs
The other vital component of Project Start Fresh is to provide education needs after a
successful process of mental treatment and catering to their home needs. An education process is
essential for these individuals as it prepares them to have an understanding of embracing their
strengths (Wright, 2017). Project Start Fresh will offer specific programs that will articulate their
needs. The target population that Project Start Fresh strategizes is the group of individuals who
can transform but lack essential incentives. An individual metric parameter is provided to
measure their progress by evaluating the steps they have taken. In this case, there will be mutual
support from other agencies that will articulate and ensure that there is a transformation process.
Project Start Fresh will articulate the educational needs by collaborating with institutions that
will guide these individuals to realize they can achieve their educational needs. Their ultimate
progress will assess the time frame for each individual. Most people who are homeless are a
result of a lack of financial obligations to boost their education needs (Tsai, 2018). As a result,
Project Start Fresh organization caters to its education needs through strategic programs. Hence,
these individuals will stick and are reluctant to stay homeless if they are provided with
educational needs. The education program is versatile and corresponds to the ability and an
understanding of the individuals based on their issues.
Social-economic Programming
Economic disparities are an essential component that Start Fresh strategizes to reduce the
issue of homelessness. Individuals require social interactions with the society, and hence a
collaborative integration with the community is an essential way that Project Start Fresh has
induced to reduce homelessness. Social interaction with society allows individuals who left their
homes can be allowed back to the community. As a result of the transition, their families can also
track them and allow them to be accepted back. Project Start Fresh thus acts as an embodiment to
reconnect and reshape individuals in society. Such incentives allow a transformation of the best
methods that will contribute to shaping the lives of these individuals to noble people in the
community after completing the program (Glynn & Fox, 2019). There will be time zones that
will enable individuals to have, such as participating in community projects in different time
frames. Start Fresh is the progress of an individual to interact with the community should be
evaluated on an hourly basis to ensure that there is a smooth transition. Through their interaction
process, these individuals will enable learning methods, such as personal growth and how to
handle cases of mental health, which largely contribute to depression cases. Additionally, Start
Fresh organization ensures that there are cohesion and progression of the individuals who are
Bogard, C. J. (2001). Claimsmakers and contexts in early constructions of homelessness: A
comparison of New York City and Washington, DC. Symbolic Interaction, 24(4), 425454.
Brush, B. L., Gultekin, L. E., & Grim, E. C. (2016). The data dilemma in family
homelessness. Journal of Health Care for the Poor and Underserved, 27(3), 1046-1052.
Corrigan, P., Pickett, S., Kraus, D., Burks, R., & Schmidt, A. (2015). Community-based
participatory research examining the health care needs of African Americans who are
homeless with mental illness. Journal of Health Care for the Poor and Underserved,
26(1), 119.
Glynn, C., & Fox, E. B. (2019). Dynamics of homelessness in urban America. The Annals of
Applied Statistics, 13(1), 573-605. doi:10.1214/18-aoas1200
Morse, G. A., York, M. M., Dell, N., Blanco, J., & Birchmier, C. (2017). Improving outcomes
for homeless people with alcohol disorders: a multi-program community-based approach.
Journal of Mental Health, 1-8.
Tsai, J. (2018). Lifetime and 1-year prevalence of homelessness in the US population: results
from the National Epidemiologic Survey on Alcohol and Related Conditions-III. Journal
of Public Health, 40(1), 65–74. Retrieved from https://doiorg.libezp.lib.lsu.edu/10.1093/pubmed/fdx034
Saab, D., Nisenbaum, R., Dhalla, I., & Hwang, S. W. (2016). Hospital readmissions in a
community-based sample of homeless adults: a matched-cohort study. Journal of
General Internal Medicine, 31(9), 1011-1018.
Saulle, L. B., Lagana, J., Crawford, R., & Duffield, B. (2018). Community-Based Art Programs,
Collaborative Partnerships, and Community Resources for At-Risk Students. In Art for
Children Experiencing Psychological Trauma (pp. 248-270). Routledge.
Weinreb, L., Nicholson, J., Williams, V., & Anthes, F. (2007). Integrating behavioral health
services for homeless mothers and children in primary care. American Journal of
Orthopsychiatry, 77(1), 142-152.
Wright, J. (2017). Address unknown: The homeless in America. Routledge.
Appendix A
Stages for Helping Model
Helping Phase
Primary activities
Length of the
Key decisions
Potential stakeholders
Submit the profiles
of the identified
Creating a

Identification of the key
6 months
stakeholders at the societal
stakeholders and
Identification of the profiles
of the homeless population
and appreciation

of the homeless
in the community
Formalization of

Creating shared goals and
Contributing the
Submit detailed
the countrywide
roles among the
resources needed to
reports on the roles
effect of the
meet the needs of the
of each stakeholder
homeless population
Prioritization of

the high-risk

Reporting on the status
Profiling the
of the needs presented
Identification of the needs
by the chronically
of the priority populations
homeless population
identified by
Identification of the priority
3 Months
considering their
areas of need.
Submit detailed
reports on the needs
presented by the
Assessment and

Conducting a detailed audit
Assessment of the
partnerships with
effectiveness of the
mapping of the
of the needs of the homeless
individuals identified vis-à-
resources presented
resources based
vis the resources presented
community-based and
in meeting the
on the state of
by various stakeholders.
needs of the
Bring stakeholders together
assigned population
vulnerability of

the homeless
to avail sustainable
solutions targeting the
homeless individuals

2 Months
Redeployment of resources
by considering the goals and
objectives of Project Fresh

Contact stakeholders to vet
12 Months
Post-intervention data
Identification of the
the effectiveness of the
areas of strength
and weaknesses of
interventions put in place
the project
Appendix B
Logic Model
The Home Project
Logic Model
Situation: Individuals who are homeless as a result of a lack of financial constraints find it difficult to
endure the process of achieving the basics needs and end up to the streets as homeless. Start Fresh
provides mental care and a home to these individuals through nurturing them to be upright citizens in
society through integrated systems.

Well Integrated


focused on
support system

A home-based structure

Increased social interaction





of the daily
Based Groups

the experts

Trainers and
Training of
An increased psychological
Improvement in mental
Other non-

Acquisition of education

Acceptance to the Society
Provision of
mental and
basic needs
The homeless population have mental issues which are a
result of poverty and neglect from their families. The
government and other agencies lack sufficient support to
cater to all the financial needs and experts to deal with
mental cases.
External Factors

Interest from the affected families

Non-governmental and other agencies

Support groups such as community
Baton Rouge Autism Vocational Independence Center:
Program Description
Student A. Smith, Student B. Doe, and Student C. Jones
Louisiana State University
Baton Rouge Autism Vocational Independence Center:
Program Description
BRCAVI will initially house only one program: Project Search Baton Rouge, an
intensive, 2-year, vocational training program for high school students with ASD, ages 16-21.
Because deficits for individuals with ASD are heavily social in nature, traditional vocational
training approaches are not appropriate for this population (Burke, Andersen, Bowen, Howard, &
Allen, 2010; Chappel & Somers, 2010). However, community-based, supported employment
practices utilizing applied behavior analysis have evidence of effectiveness among individuals
with ASD (Berkell, 1987; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011; Hendricks,
2010). Researchers also encourage individuals with ASD to acquire work experience and
vocational training as early as possible, preferably beginning upon entrance to high school
(Berkell, 1987; Chappel & Somers, 2010; Geller & Greenberg, 2010; Gerhardt & Lainer, 2011).
The Project Search Baton Rouge program will have multiple components: (1) supported parttime volunteer and employment opportunities, (2) individual and group social skills treatment,
and (3) life skills programming. See the Appendix A for a chart that details the stages of helping
for Project Search Baton Rouge and Append B to see the logic model for this program.
Supported Volunteer and Employment Opportunities
The program manager will be responsible for identifying community business partners
and negotiating volunteer and employment opportunities for clients. Volunteer positions will be
considered because a key purpose of successful transition programs is to provide opportunities
that can be used as work experience for clients’ portfolios and résumés (Geller & Greenberg,
2010). When potential jobs are identified, a staff member, preferably a job coach, will conduct
a job analysis, which entails the staff member actually completing the job for at least one day.
The purpose of the job analysis is to identify the specific tasks necessary to complete the job,
potential challenges for clients, and strategies for preparing clients to enter the workplace
(Berkell, 1987). Next, businesses will sign a contract stating that they are willing and intend to
participate in the program.
When potential clients are referred to the program, the program manager completes an
initial assessment to ensure that the individual meets eligibility requirements to participate in the
program. If the individual meets the eligibility requirements, the program manager will complete
a comprehensive vocational assessment of the client. This evaluation will assess the client’s
social skills, vocational skills, interests, and cognitive abilities through interviews with the client
and client’s caregivers and observation in simulated and real work situations (Berkell, 1987;
Hendricks, 2010). ]f no jobs in the database meet the client’s individual interests and abilities,
the program manager will work to collaborate with community partners to create a customized
volunteer or employment opportunity for the client.
After being matched to an appropriate worksite, the client, the client’s caregivers,
BRCAVI staff, and other essential informants, such as special education teachers or counselors,
will meet to develop an individualized vocational independence plan (Berkell, 1987). This plan
will include goals and any necessary supports for employment. Supports may include training
from a job coach, education for employers about ASD and the client’s specific challenges, and
workplace modifications to reduce sensory distractions (Arvanitis, 2008; Hendricks, 2010).
Each client will work for 10 to 20 hours per week at his or her assigned worksite for the
duration of the program. A job coach will be assigned to each client. The job coach may assist
the client with any of the following: initiating appropriate social interactions with co-workers,
prioritizing tasks, advocating for his or her needs, and understanding workplace expectations and
rules (Berkell, 1987; Hendricks, 2010). As the client masters tasks, the job coach gradually
withdraws support to promote independence (Berkell, 1987; Hendricks, 2010).
Social Skills Training
An important component of TVI is social skills training. Current literature suggests that
social skills training is essential for any vocational program because jobs often require complex
social interactions (Chappel & Somers, 2010; Geller & Greenberg, 2010). Individual and group
therapy will be provided to address social skills issues related to the workplace. Each client will
attend one-hour individual therapy sessions three times a week, and the clients will participate in
a social skills group once a week. In individual therapy, clients will be able to explore specific,
social interactions from their employment experiences, and develop strategies for improving and
increasing social interactions at work and in other areas of their lives. All participants in the
social skills groups will be clients of the TVI.
Life Skills Programming
The third facet of TVI is life skills programming. At least once a week, clients will
participate in a didactic workshop on a different topic related to life skills. Clients will practice
the skills learned and discuss knowledge obtained in these workshops in individual and group
therapy when applicable. Family members will be encouraged to attend these workshops as well
to promote generalization of these skills to the home environment (Berkell, 1987; Geller &
Greenberg, 2010)….
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