This document discusses evaluation practices and challenges in violence prevention. It provides examples of evaluations conducted on child sexual abuse prevention programs in Massachusetts and shaken baby syndrome prevention programs. It also discusses using evaluation to promote sustainability, dissemination, and teaching evaluation practices to social workers. Key challenges discussed include understanding stakeholder culture and complexity in real-world settings.
Children's Services Council of Broward County, Systemic Model of Preventioncscbroward
Research Analyst Laura Ganci and Program Specialist Melissa Stanley of the Children's Services Council of Broward County, hosted a webinar for the Florida Alcohol and Drug Abuse Association on Implementing a Collaborative Approach to Child Welfare.
The Children's Services Council of Broward County provides leadership, advocacy and resources necessary to enhance children's lives and empower them to become responsible, productive adults. To learn more, visit us online at www.cscbroward.org and on social media at www.facebook.com/cscbroward; www.twitter.com/cscbroward; and www.youtube.com/cscbroward
Journal Article Critque: An overview of prevention and intervention programs ...LaKeisha Weber
Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database.
Webinar on Quality Improvement Strategies in a Team-Based Care Environment CHC Connecticut
Building a quality improvement (QI) infrastructure within team-based care is an organizational strategy that will establish a culture of continuous improvement across departments and improve quality in all domains of performance. Many positions in primary care now require QI training as part of employees' professional development.
Our expert faculty discuss tools you can use to build and implement a QI infrastructure within your team-based setting to improve patient care.
Panelists:
• Deb Ward, RN, Senior Quality Improvement Manager, Community Health Center, Inc.
• Kathleen Thies, PhD, RN, Consultant, Researcher, Weitzman Institute
Children's Services Council of Broward County, Systemic Model of Preventioncscbroward
Research Analyst Laura Ganci and Program Specialist Melissa Stanley of the Children's Services Council of Broward County, hosted a webinar for the Florida Alcohol and Drug Abuse Association on Implementing a Collaborative Approach to Child Welfare.
The Children's Services Council of Broward County provides leadership, advocacy and resources necessary to enhance children's lives and empower them to become responsible, productive adults. To learn more, visit us online at www.cscbroward.org and on social media at www.facebook.com/cscbroward; www.twitter.com/cscbroward; and www.youtube.com/cscbroward
Journal Article Critque: An overview of prevention and intervention programs ...LaKeisha Weber
Greenwood, P. & Turner, S. (2009). An overview of prevention and intervention programs for juvenile offenders. Victims and Offenders, 4, 365-374. Retrieved from Academic Search Complete database.
Webinar on Quality Improvement Strategies in a Team-Based Care Environment CHC Connecticut
Building a quality improvement (QI) infrastructure within team-based care is an organizational strategy that will establish a culture of continuous improvement across departments and improve quality in all domains of performance. Many positions in primary care now require QI training as part of employees' professional development.
Our expert faculty discuss tools you can use to build and implement a QI infrastructure within your team-based setting to improve patient care.
Panelists:
• Deb Ward, RN, Senior Quality Improvement Manager, Community Health Center, Inc.
• Kathleen Thies, PhD, RN, Consultant, Researcher, Weitzman Institute
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
CORE Group Fall Meeting 2010. Using Collaborative Improvement to Achieve Quality Care for Vulnerable Children in Ethiopia. - Nicole Richardson, Save the Children USA
JSI Presentation; By Lora Shimp; April 2015. This presentation illustrates the Newborn Tracking and Monitoring of Infant Vaccination Status using My Village My Home (MVMH: Malawi). MVMH is a community based new born tracking tool to identify and track all infants in a community recording infant vaccination dates. MVMH is linked with the REC approach (4th and 5th elements) empowering community leaders and volunteers to engage with caretakers on health promotion specific to vaccinating their children, as well as, taking ownership in the success of the immunization progress.
Corporations and their role in violent conflictMichelle Ruesch
The presentation is about the role of (multinational) corporations in violent conflict. It is a presentation of Michelle Ruesch's bachelor thesis, given at University College Maastricht in December 2009.
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
CORE Group Fall Meeting 2010. Using Collaborative Improvement to Achieve Quality Care for Vulnerable Children in Ethiopia. - Nicole Richardson, Save the Children USA
JSI Presentation; By Lora Shimp; April 2015. This presentation illustrates the Newborn Tracking and Monitoring of Infant Vaccination Status using My Village My Home (MVMH: Malawi). MVMH is a community based new born tracking tool to identify and track all infants in a community recording infant vaccination dates. MVMH is linked with the REC approach (4th and 5th elements) empowering community leaders and volunteers to engage with caretakers on health promotion specific to vaccinating their children, as well as, taking ownership in the success of the immunization progress.
Corporations and their role in violent conflictMichelle Ruesch
The presentation is about the role of (multinational) corporations in violent conflict. It is a presentation of Michelle Ruesch's bachelor thesis, given at University College Maastricht in December 2009.
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
Journal of Early Intervention, 2001 Vol. 24, No. 1, 1-14 C.docxcroysierkathey
Journal of Early Intervention, 2001
Vol. 24, No. 1, 1-14
Copyright 2001 by the Division of Early Childhood, Council for Exceptional Children
FEATURE ARTICLE
Evaluating Parent Involvement and Family
Support in Early Intervention and
Preschool Programs
DONALD B. BAILEY, JR.
University of North Carolina at Chapel Hill
Early intervention and preschool programs for children with disabilities are also accountable
for providing certain types of support for families. How should these efforts be evaluated? This
article describes three potential levels of accountability: (a) providing the legally required
services for familiesf (b) providing services that are considered recommended, and (c)
achieving certain outcomes as a result of working with families. Issues and considerations
related to each level of accountability are discussed and recommendations are made for
advancing policy and practice related to the evaluation of parent involvement and family
support efforts.
A combination of legislative initiatives, fam-
ily advocacy efforts, theory, and research has
led to wide acceptance of the assumption that
early intervention exists not just to support
young children with disabilities, but also to
support their families. Exactly what is meant
by parent involvement and family support
continues to be discussed, but at least three
themes have emerged around which there is
general consensus (Bailey et al., 1986; Bailey
et al., 1998; Brewer, McPherson, Magrab, &
Hutchins, 1989; Dunst, 1985; Shelton, Jepp-
son, & Johnson, 1987). First, parent involve-
ment and family support programs need to be
individualized, given the diversity of family
resources, priorities, concerns, and cultures.
Second, parents should be given every oppor-
tunity to participate as active partners in plan-
ning services for their child and for them-
selves, requiring professionals to engage in
practices that recognize, value, and support
this type of relationship. Third, since families
are the ultimate decision makers and long-
term care providers for their children, services
should be organized in ways that enable fam-
ilies to feel and be competent in advocating
for services and otherwise meeting the needs
of their young child with a disability.
As states and local programs strive to provide
a variety of family support initiatives, a funda-
mental question remains unanswered: How
should we evaluate whether parent involvement
and family support efforts have been successful?
In this paper I place this question in the context
of accountability and propose three potential
levels of accountability. Challenges associated
with each level are presented, and I conclude
with several potential recommendations for the
field.
PROGRAM EVALUATION AND
ACCOUNTABILITY
The principles and processes underlying pro-
gram evaluation have been well described over
the past few decades (Fink, 1995; Popham,
1993; Walberg & Haertel, 1990; Worthen, Sand- ...
Strategic IT Planning Your 3-Step ProcessIntroductionStrateg.docxrjoseph5
Strategic IT Planning: Your 3-Step Process
Introduction
Strategic IT Planning is required to ensure your resources and assets continue providing the results and the support your organization needs.
What is a Strategic Plan?
It is a roadmap to achieving a goal. It may cover your entire department or responsibility or it may focus on a specific issue or element of your role. It can be long and involved or a simply one-page document that provides guidance and steps you need to implement to achieve a goal.
Making it Happen
There are a few things that are important to your success. While it may seem that developing the Strategic Plan is the hardest part, most plans fail because of the implementation. The key is to keep it small and be successful, then build on that success for the next initiative. Don’t bite off too much or try to be too ambitious.
• Take your time and keep it manageable
• Link your plan to your company’s strategy
• Justify your initiative and get buy-in and support
• Don’t re-invent, rebuild
• Go slow, manage change
• Set aside time from your operational responsibilities to make it happen
Without a Strategic Plan, you and your team won’t be effective and you won’t be able to get results, get attention and get ahead.
Why you need an IT Strategy:
Redirect from tasks to opportunities and result
· Switch from fighting fires to preventing fires
· Reduce risk with planning and a longer view
Most Strategic Plans never get written or they fail because they are too involved and complex. Keep them simple and use these three basic steps as your core approach. Ask yourself these questions:
1. Why do you need to do it? What is your goal?
2. What are the things you need to get done to achieve your goal?
3. How can you make those things happen?
By following the 3 steps above and writing them down, you will have the outline of your Strategic IT Plan. Then, you establish the tactical things that will help you implement your plan.
Implementation Plan
Once you have established your strategic plan using the 3-step process, you need to develop your implementation plan. This includes getting approval and resources as well as the steps you need to take to achieve your strategic objective.
1. Set the objective for each step
2. Analyze internal/external factors
3. Develop solutions
4. Identify and eliminate barriers
5. Allocate resources (people, time, money)
6. Develop detailed tasks
7. Implement your plan!
Step Implementation
What Are The Roadblocks?
How Can You Overcome The Roadblocks?
What Resources Do You Need?
What Are The Timelines?
What Are The Main Steps To Implement Your Plan?
Parental Acceptance of a Mandatory Human
Papillomavirus (HPV) Vaccination Program
Daron Ferris, MD, Leslie Horn, BS, and Jennifer L. Waller, PhD
Objectives: The objective of this study was to determine factors that influence parent’s acceptance of a
mandatory school-based human papillomavirus (HPV) vaccination program.
Methods: A convenience sample of 325.
Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.
Responsible Data for Children Training_PublicSlides_110922.pdfStefaan Verhulst
The Responsible Data for Children (RD4C) initiative—a collaboration between The GovLab and UNICEF to promote the more responsible handling of data for and about children—has spent much of 2022 developing ways to socialize and operationalize the principles that put the best interests of children and a child rights approach at the center of our data activities.. From publishing new case studies that provide detail on what a responsible data approach looks like in action to supporting UNICEF and UNHCR country offices in helping them implement a responsible data for children approach to their operations to expanding its offerings in different languages, we’ve sought to help organizations understand what responsible data for children means and how they can realize it in their day-to-day operations.
Today, RD4C is continuing this work with self-guided training. Based on the tutorials offered to UNICEF staff in early 2022, these slides are a resource for organizations seeking to understand ways to operationalize the RD4C principles and implement the RD4C tools.
Lesson 9 Evidence-Based Practices Fall 2014 ReadingsBrown.docxSHIVA101531
Lesson 9: Evidence-Based Practices
Fall 2014
Readings
Brown, R.C., Fielding, J.E. & Maylahn, C.M. (2009). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 30, 175-201.
Jones, A., Bond, G.R., Peterson, A.E., Drake, R.E., McHugo, G.J. & Williams, J.R. (2014). Role of state mental health leaders in supporting evidence-based practices over time. Journal of Behavioral Health Services & Research, 41(3), 347-355.
SAMHSA National Registry of Effective Programs and Practices
http://nrepp.samhsa.gov/.
Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Programs Guide. http://www.ojjdp.gov/mpg/
Other Evidence-based Registries and Toolkits
Blueprints for Violence Prevention. http://www.colorado.edu/cspv/blueprints
California Child Welfare Clearinghouse. http://www.cebc4cw.org.
Substance Abuse and Mental Health Services Administration (SAMHSA) (2008).
Evidence-based Practice Kits. D.H.S.S. Publication No. SAM-08- 4344,
Rockville: MD.
http://store.samhsa.gov/list/series?name=Evidence-Based-Practices-KITs
Suicide Prevention Resource Centers Best Practices Registry for Suicide Prevention.
http://www.sprc.org/bpr
Summary
“Evidence-based practice” has been defined as “an approach to practice that requires the examination of research findings from systematic clinical research (e.g., randomized-controlled clinical research) in making decisions about the care of a specific population with a specific problem” (Levine, 2004). In the area of mental health, this term began to be used in the late 1990’s, as untested mental health and substance abuse programs were implemented and promoted that in many cases lacked any empirical evidence of effectiveness. For example, the D.A.R.E. program (Drug Abuse Resistance Education) was implemented across the country in thousands of schools, yet in a review of six evaluations of the D.A.R.E. program, the U.S. General Accounting Office found "no significant differences in illicit drug use between students who received DARE in the fifth and sixth grade and ...students who did not." (http://www.gao.gov/new.items/d03172r.pdf). A subsequent meta-analysis of D.A.R.E found the program to have less than small overall effective on drug use and psychosocial behaviors (Pan, W. & Bai, H., 2009).
Due to concerns regarding the implementation of programs without positive outcome data, “evidence-based program” lists began to emerge in the areas of mental health, substance use, education, violence and other behavioral concerns. Lists included the SAMHSA National Registry of Effective Programs and Practices (nrepp.samhsa.gov), SAMHSA’S mental health evidence-based toolkits, the University of Colorado’s Blueprints for Violence Prevention, the Office of Juvenile Justice and Delinquency Prevention’s (OJJDP) Model Programs Guide, the Department of Education’s Exemplaryand Promising Safe, Disciplined and Drug-Free Schools Programs and the Su ...
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to
health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and ...
2 Integrating Child Protection and Community Engagement, Sierra Leone, Kathle...
DSRA
1. Evaluation Practice and Violence Prevention David S. Robinson, Ed.D. August 22, 2006 Add Corporate Logo Here Connecting Families - MSPCC Child Sexual Abuse Prevention Project
2.
3.
4.
5. Evaluation of the Massachusetts Child Sexual Abuse Prevention Partnership Initiative
6. METRICS - I MCSAPP Evaluation Partnership has increased knowledge of CSA prevention services and gaps in services. Identification of #, type, and location of CSA prevention programs through inventories Conduct statewide inventories of CSA prevention programs 2.4. Identify existing CSA perpetration prevention services and gaps in services over time. IMMEDIATE OUTCOMES OUTPUTS ACTIVITIES OBJECTIVES
7. METRICS - II MCSAPP Evaluation Survey of members indicating % received inventory, % recognize prevention service gaps Partnership has increased knowledge of CSA prevention services and gaps in services. Inventory results published and distributed to members Identification of #, type, and location of CSA prevention programs through inventories MEASURES IMMEDIATE OUTCOMES MEASURES OUTPUTS
12. Figure 1. Outcome Evaluation Design Difference in Fall River and Other Pilot Sites FALL RIVER EVALUATION DESIGN Families offered CF by DSS office (E) Families in matched DSS area offices without CF program (C) 2000 2001 2002 2003 2004 2005 2006 2007 Compare (Matched Control) Compare (Historical Control)
13. EVALUATION DESIGN FOR OTHER FIVE PILOT SITES All eligible families referred to CF by DSS staff Randomize Families offered CF (E) Families not offered CF – usual DSS response (C) Compare E and C
29. David S. Robinson, Ed.D. Faculty, Simmons College School of Social Work [email_address] President, DSRobinson & Associates 903 Providence Place, #155 Providence, RI 02903 O: 401-383-7953 M: 617-733-5979 [email_address] www.evaluationhelp.com
Editor's Notes
Strong and Permanent State-Level Collaboration. Infrastructure: Broad, diverse, multidisciplinary cadre representing public and private groups A comprehensive State-Level Perpetration Prevention Response. Program Implementation: (1) develop action agenda (logic model); (2) Survey current attitudes (statewide & local); (3) Approve standards (treatment, referral, accountability); (4) Improve CSA knowledge (statewide conference and training of trainers); (5) Identify program services & gaps (statewide inventories). A Network of Three Permanent Local Collaboratives. Local Infrastructure: 3 broad, diverse collaboratives committed to implementing comprehensive CSA prevention & evaluation. Apply Public Health Model in Local Pilot Sites. Program Planning: (1) Injury surveillance (data collection & review); (2) Risk protective factors (individual & community); (3) Program development (community action plan). Comprehensive perpetration prevention responses in three local collaboratives. Program Implementation: (1) Public education about CSA )prevention booklet, media messages); (2) Increasing knowledge & skills for parents/adults (training with standardized curricula, pre- & post surveys); (3) Increasing knowledge and skills for professionals (training of targeted professionals, e.g., childcare providers, educators).
Statewide inventory using self-selection, snowball sampling, advertisements, telephone survey, committee review and decisions about inclusion. Replicate annually.
Dr. King had little experience with logic models and theory of change models. Introduced him to logic of program and possible outcomes. Revised three times based on his comments and reflections. Developed measures for practitioners and parents based on his extended list of outcomes and pilot tested in 2004-2005 Recently awarded grant to refine and replicate for 2006-2007. New seminar trainer with doctor-patient communication research and teaching leading. Modifying outcomes, indicators, measures for 2007 delivery.
We discuss with them the principles of prevention and what we know about evidence-based prevention programs.
From SAMHSA’s CSAP
6.4 Dissemination Dissemination is the active, purposeful process of knowledge transfer. Like evaluation processes, dissemination requires resources, infrastructure and planning and is essential in the feedback link to informing future planning (see Figure 3, Section 4.1). Reviews of the dissemination processes for findings from health promotion practice indicate that these processes are complex, easily underestimated and often devoid of deliberate and systematic approaches. It is also noted that many health promotion programs in the past were not disseminated widely or findings were disseminated prematurely, limiting the full evidence of effectiveness being recognised or shared.100 Key findings and learnings can be disseminated via a range of strategies, such as training through workshops, train-the-trainer and continuing professional education; communication through print; communication through video and computer technologies such as databases of good practice stories, library search systems and websites; personal face-to-face contacts; consultancies; policies, administrative arrangements and funding incentives; committees and other decision-making structures; and collaborative applied research programs. The stages of dissemination can be summarised as: 1. Providing and seeking information. 2. Persuasion about the relevance and applicability of the innovation or findings. 3. Making a decision to adopt the findings or try the innovation. 4. Changing practices and using the innovation. 5. Sustaining the changed practice.101 Toolkit: For further information on dissemination see two key Australian references called: King, Hawe and Wise (1996) From research into practice in health promotion: a review of the literature on dissemination, Sydney. ISBN: 1 86451 228 8 Oldenburg B et al (1997) The dissemination effort in Australia: strengthening the links between health promotion research and practice, School of Public Health, Queensland University of Technology. Publication Identification No. 2182 Members of the Australian Health Promotion Association will be able to download these references from the Association’s website at http://www.healthpromotion.org.au The Department plays an active role in disseminating integrated health promotion practice examples, evidence and tools. See http://www.dhs.vic.gov.au/phkb under Health Promotion for further information. This guide also features a range of good practice examples from PCP funded health promotion programs. It is planned that more examples will be developed and disseminated as updates to the guide. In 2003–04, the Department will also support the development and dissemination of good practice case studies. These will be disseminated in partnership with VCHA as part of the QIPPS initiative.
Thomas L. Friedman, 2005, The World is Flat: A Brief History of the Twenty-first Century, Farrar, Straus and Giroux, NY “ It is this triple convergence – of new players, on a new playing field, developing new processes and habits for horizontal collaboration – that I believe is the most important force shaping global economics and politics in the early twenty-first century. Giving so many people access to all these tools of collaboration, along with the ability through search engines and the Web to access billions of pages of raw information, ensures that the next generation of innovations will come from all over Planet Flat. The scale of the global community that is soon going to be able to participate in all sorts of discovery and innovation is something the world has simply never seen before.” p 181-2