Mixed-Method Justification

Although scientific methods have been endorsed in drug prevention services, some programs are implemented before the establishment of the evidence-based objectives and goals. This paper seeks to share what counselors, teachers, and other relevant bodies can do to support drug abuse prevention among high-school students. For starters, the need to put set project objectives and goals cannot be overstated. The students at risk also need to be mapped out with a scientifically proven framework. The mixed methods research approach, the overarching project objectives, and goals were set among the various stakeholders (Dell et al., 2013).

Project goals

1. To promote the communities, youth, and schools through bolstering the development resources that the youth can access to prevent the deviant tendencies of alcoholism, drug abuse complications, and the mental health issues that arise from building therapeutic relationships, education, asset development, and community empowerment.

2. To embed in the school culture by blending with youth, the community, and families. These efforts include development projects for the community while noting that the Outreach Worker Service communities vary in their engagement stages.

Outreach Worker Service objectives

1. construct relationships that are therapeutic through

i. committing the students that are at risk to some tasks via an outreach worker

ii. promoting the counseling programs targeting students at risk through using caregivers where needed

iii. applying the necessary therapeutic instruments to enhance the wellbeing of students

iv. identifying the needs of clients and channeling them to appropriate referrals

v. cooperating with the staff of the school on the processes used to treat students at risk

vi. supporting the community as they may raise the need and as time may allow

2. grow and use the assets of the students by

i. creating life skills for programming

ii. creating chances to apply the life skills using experiential learning

3. Provide Education through

The staff

i. help the staff to meet their curriculum needs for health

ii. help staff to meet the outreach worker/staff-determined student needs

The Youth

i. Facing the students and their families to share information on mental health and substance...

Creating awareness among students in face to face group sessions in class

iii. Operating as an educational and informational resource to both students and their families

Community

i. Mobilizing the community on student health issues

3. Build Community- there is a need for concerted effort to construct a philosophy for children

i. Promoting effective networks and wellbeing among community members

There will be an application of a mixed-methods approach, beginning with asking the stakeholders to state the program objectives and goals and the learners' targeted population. A determination of the theoretical guidelines' alignment will be made by reviewing the OWS activities to date. Collecting data and analyzing the project's evaluation will shed light on i. determining the most urgent goals and objectives of the project, ii. Identifying the youth learner population and how much OWS engages with them iii. Determining and aligning the Outreach Worker Service with scientifically designed Positive Youth Development theoretical guidelines. The collection of data from the beginning will be drawn from a range of sources, using a mixed-methods approach. The Mixed methods approach has found favor with some researchers because they believe it helps them deal with all the program evaluation stages and evaluate programs for substance and...

…are part of the OWS strategy to build relationships with school and community. OWS also notes that the determinants for health-related to systems affect the wellbeing of many learners and their risk status. Thus, they should be noted (Dell et al., 2013).

PYD is powered by its base on the view that the youth are a resource that should be nurtured. It encourages the development of the inherent positive qualities of the youth for gainful purposes. It also encourages the view that the inherent capacity of the youth for wellbeing should be promoted. A framework based on strength is apparent in the OWS goals to enhance the school, the community, and the youth in general. In short, the aim to reduce drug and substance abuse among the youth is closely woven with the need to improve their wellbeing. For such reasons, OWS aims to enhance positive traits as opposed to preventing the negative ones. Thus, it is in line with the philosophy by PYD advocates that increasing the positive attributes will reduce the negative (Dell et al., 2013).

Using the staff's 40 developmental assets awareness and the strength-based OWS focus, it became an overlapping point for PYD and OWS assets enhancement. The advantages of the 40 developmental assets were noted for their foundation anchored on strength and the ability to address learners, family, and the community at the same time. OWS emphasized three distinct assets, i.e., a sense of purpose, role modeling, and self-esteem. While OWS does not commonly refer to it as the 40 developmental assets, they are the basis for the development of the program (Dell et…