Students will work with Public Health-Seattle & King County (PHSKC) nutritionists to develop a work plan to increase utilization of the Washington. Basic Food Program (BFP) by WIC clients. Students will identify barriers that prevent WIC staff from making successful referrals to BFP and barriers to WIC client participation in BFP. Students will develop a plan to assure that WIC clients and staff understand BFP eligibility requirements, the benefits of BFP participation, and the application process and have an increased sense of self efficacy and behavioral intention toward referrals or applications for BFP.
Goal: Decrease food insecurity in WIC families in King County
Objectives of the Basic Food Program and WIC project:
Increase the proportion of WIC clients who are referred to the Basic Food Program (Food Stamps) by Sept. 30, 2004.
Increase the proportion of WIC clients who participate in the Basic Food Program by Sept. 30, 2004.
The project will be divided into "deliverables." Students will work on these deliverables in teams.
Prepare a well referenced briefing paper that outlines the known individual and policy barriers to participation in the Basic Food Program (food stamps) in both the US and in Washington state. This paper will be based on a search of medical and social work publications databases, the "grey" literature of web sites and publications sponsored by the government and non-profit organizations, and selected interviews with key informants including WIC staff and administrators and Basic Food Program outreach workers, staff, and administrators. Prepare a presentation for classmates and PHS&KC nutritionists.
Prepare a draft of a semi-structured questionnaire for clients based on the findings from the briefing paper.
Prepare a well referenced briefing paper that describes the WIC workforce, with an emphasis on Washington State and King County. What are the education levels, expected literacy levels, perceived levels of stress and efficacy in the WIC workforce? What methods of training have worked or not worked in terms of workforce development? What policies support or hinder WIC staff from referring clients for additional food assistance programs?
A draft of a semi-structured questionnaire for staff based in the findings from the briefing paper.
Handouts and hands-on training on the conduct of in-person interviews and analysis of data from semi-structured interviews.
Plan for analysis of interview data.
Handouts and training on the conduct and analysis of participant observation research.
Plan for collection and analysis of field notes from site visits.
Presentation of at least three theoretical models that may be used as a basis for the proposed intervention.
- Analysis of site based findings, participant observations and interviews.
- A conceptual theory that describes the pathway to behavior change for both staff and clients.
- An intervention plan to increase the capacity of WIC staff to improve the utilization of Basic Food Program by their clients.
- A logic model that describes how the intervention will use existing resources to reach the intended outcomes.
- A suggested evaluation plan to include both process and outcome measures for the intervention plan.
The written report should be a policy document of about 10 pages that could easily be scanned by policy makers in less than 15 minutes. Key results and recommendations should stand out. Data should appear in tables and or appendices. The document should include a concise summary.
January 9 |
Introduction and BackgroundDonna Oberg and Lisa DiGiorgio
Donna Johnson
Getting Organized
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January 16 |
Work with team on Phase One deliverables |
January 23 |
Work with team on Phase One deliverables |
January 30 |
Present Phase One DeliverablesFinalize Interview InstrumentsDivide into Action Teams and Plan for visits to WIC Sites |
February 6 |
Site visits |
February 13 |
Site visits |
February 20 |
Site visits |
February 27 |
Site visits |
March 2 |
Work with Team on Phase Two Deliverables |
March 9 |
Work with Team on Phase Two Deliverables |
March 16 |
Group Presentation |
Points | |
Group |
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Each of the briefing papers, presentations, Implementation Plan, and Evaluation Plan, demonstrates comprehension and appropriate application of basic concepts learned in class for cultural competence, evidence based practice, practical program evaluation, and strong links to assessment findings, and use of coalitions and partnerships. | 85 |
Organization and presentation of final products | 15 |
Individual |
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Successful participation in steps of phase one, data collection, data compilation and analysis, and policy development and program planning. Evaluation methods will include evaluations from site supervisors and observation during classroom activities. | 40 |
Role in phase one and final presentations | 10 |
Rating of individual effort by other members of group | 50 |
200 |