대인서비스에서 프로그램 평가 도구로서 Passing의 이론적 기반과 방법론

Theoretical Basis and Methodology about Passing as Instruments to Assess Quality of Programs

이 연구는 프로그램 평가 도구인 Passing을 한국 사회에서 적용하는 데 필요한 이론적 기반과 실천적 분석틀을 소개하는 데 그 목적이 있다. 이러한 목적을 달성키 위해, 먼저 Passing의 이론적 기반인 정상화와 SRV 이론을 소개하였다. 정상화의 경우, 그 논지가 북구 식과 북미 식의 2 가지로 확연히 분기될 수밖에 없었던 배경을 분명히 하였다. 또한 이 북미 식 정상화가 그논지의 적실한 전개를 위해 SRV로 개칭되는 과정을 소개하면서 정상화/SRV 의 실천적 특징을 부각시켰다. 다음으로 그 실천적 특징으로 나타난 평가도구 Passing에 대해서는 요인분석법을 활용하는 평가방법을 소개하였다. 끝으 로, 이 도구를 한국 사회에 적용할 경우 개별 평가의 과학성과 전문성을 확보할 수 있는 방안들을 제시하였다.

This study introduced Passing, an evaluation instrument of human services, to realize to professionize the social service in Korean society. Passing assesses two major dimensions of Social Role Valorization, client social image-enhancement and client competence-enhancement, in four program areas: physical setting; service-structured groupings and relationships among people; service-structured activities and other time uses; and miscellaneous other issues. Passing consists of 42 items or ratings, each composed of 5 levels, with Level 1 representing very poor service quality, Level 3 neutral quality, and Level 5ideal quality. Trained evaluation team members first rate a service program independently, on all 42items. In a lengthy discussion session, the Passing team then come to a team-conciliated(consensual) rating of the quality of the program on each of the 42 items. The conciliated scores, formed by adding the weighted scores of the 42 items, can range from a minimum of 1,000(extremely poor service quality), through zero(minimally acceptable service quality), up to a maximum of +1,000(ideal quality). There are some things we need to memorize as follows: 1. What does a correlations between team conciliated scores and the simple averaging of individual raters’scores? 2. Is a size of assessment team, small or large of units, how it affects the results of assessment? 3. The degree of social integration, and the quality of life of residents are evaluated through the Passing instrument? 4. Analyzing a sample of Passing assessments, we must collaborated on a methodological and substantively oriented analysis of them. 5. How much are the similarity of Pearson and Spearman correlations among the total Passing scale and 5 rationally derived subscales?