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Program evaluation of a social-emotional group program for children with tourette’s disorder and tics
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Khomenko, Alina. Program evaluation of a social-emotional group program for children with tourette’s disorder and tics. Retrieved from https://doi.org/doi:10.7282/T3HM5CH4

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TitleProgram evaluation of a social-emotional group program for children with tourette’s disorder and tics
NameKhomenko, Alina (author); Schneider, Kenneth (chair); Colognori, Daniela (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2017
Other Date2017-10 (degree)
SubjectSchool Psychology, Tourette syndrome in children
Extent1 online resource (viii, 100 p. : ill.)
DescriptionTourette syndrome (TS) and tic disorders have been associated with significant functional impairments in school, peer, and family domains. While there is an abundance of literature highlighting these challenges, limited programs are available that target improvement of quality of life factors for this population. The author of this dissertation conducted a program evaluation of a 10-week Cognitive Behavioral Therapy Social-Emotional Group Program for children with TS at a large university using Charles Maher’s model of Program Planning and Evaluation (2012). The first research task of this study was to create a Program Design document outlined in Maher’s guide. The second research task was to answer relevant program questions identified by the program’s director related to the program’s success in connecting children and families affected by TS, the program’s provision of tangible skills to address problems related to TS, the program’s task of increasing acceptance of tics, and the program’s provision of quality training to graduate students. Data were collected through semi-structured interviews with the director, administrative director, group supervisor, and student clinicians, as well as review of relevant program documents. The Program Design document and the evaluation of the indicated questions provided information about program goals, procedures, strengths, and recommendations to the director and stakeholders involved in the program. Results suggested that the program’s elements are in line with the program’s goals to connect children and families affected by TS, provide tangible problem solving skills, increase acceptance of tics, and provide training to graduate students. Recommendations for further development were discussed. The intent of this evaluation and feedback was to facilitate sound decisions to be made about the program and to contribute to further program development and improvement.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Alina Khomenko
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3HM5CH4
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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