Theory of Change for Womens Community Support Group

Theory of alternate for Womens Community Support GroupDescribe the program logic condone logic of change ( theory of change) that underpins itWho argon we aiming to restrain and why-the target mathematical groupThis program is aimed at supporting a group of young women, aged(a) between twelve and sixteen to overcome personal challenges. As it stands, these women cast exhibited signs of social insulation. This disengagement impacted not only on these womens delirious wellbeing, it has invariably impacted on their social wellbeing, including their school performance. Some of the reasons for such disengagement include but is not limited to bullying, family disadvantages, such as loss of parent, drug abuse and more. The purpose of this intervention is ensure that these women are pictured with tools and motivation so as to re-engage with the community and master(prenominal)tain school attendance.Changes that the inaugural seeks to supportThe initiative being proposed here is wh at Rogers (2008) calls complex intervention. Complex in the sense that it is both recursive and government issue. It is recursive because the cause/effect alliance may be mutual multidirectional and multilateral, Rogers (2008) citing Patton (1997). Changing behavior can be on such problem. There are no assurances that participants bequeath not regress. The project involves different people with different life histories and attitudes.The intervention is emergence in the sense that the specific outcomes and means to achieve them emerge during implementation, as explained by Rogers (2008). This is due to the notion that the intervention is a wicked problem. dire in that what is being dealt with maybe a symptom of other problems, in that location is no right and wrong or true and false and mishap may not be tolerated , Rittel and Weber (1973).Process or rate of changeThe process started with the recruitment of 10 women in years septenary to ten, aged between 10 and 12. These wome n were judged to be suitable for the intervention because they exhibited signs of disengagement from the community. The program was to run weekly basis for three hours per session. Two schools were picked to drove the program, with sessions run by an arts professional. The classroom is set out to provide a safe environment, which allows for better interaction amongst participants. The women fork over access to mentors as well.Tools provided include artwork materials such as pushes, canvases, table easels, aprons and oil paints. The main activity required participants to re baffle easily recognizable impressionistic masterpieces. Which allowed for novices to produce own art works that reflected own abilities. Which led to the women absorbing productive skills and aesthetic experience, leashing to women to make connection with their surroundings. This in turn taught the women listening, observance and painting skills. Such skills would scat to self self awareness and confidence. by from artwork activities, participants have access to two to three adults with whom they can freely interact. The adults are composed of a policewoman, youth worker and a psychic health-worker. Interaction with these individuals leads to participants gaining trust with authority and better mental health compassionate and a better understanding of law.The classes also include a guess session, that focuses on mindfulness and increased calm and emotional regulation. This is expected to lead to self-care and capacity to manage fear, anxiety and stress. The expectation is that this would improve self-confidence. It is hoped that the program lead to change of behavior and hence re-engagement with the communityAssumptionsAccording to Rogers (2008) assumptions are sensible by beliefs and knowledge. In this project, it is assumed that all the women in this program have an interest in art. While the fact may be that just about women do not same(p) art at all. This may be due to the b elief that local people in the area like expressing themselves through art. It is also assumed that they will get some support from the community outside the center. Another major assumption is that attendee will continue to practice meditations after the end of the program.LimitationsAt this stage, there is no support provided for the community surrounding these women. They are still living in that same environment that is causing the disengagement. This might greatly impact on the outcomes of the initiative. Avenues for interaction with other women after the program is also not assured.ReferencesRittel, H.W. J. and Webber, M.M. (1973). Dilemmas in a General Theory of Planning,Policy Sciences. 4 (2) 155-169.Rogers, P. (2008) Using course of instruction Theory to Evaluate Complicated and Complex Aspects of Intervention. Evaluation. Sage Publications, Vol 14.