BackgroundPhysical activity (PA) remains the primary behavioral outcome associated with school recess, while many other potentially relevant indicators of recess remain unexamined. Few studies have assessed observations of teacher/student interactions, peer conflict, social interactions, or safety within the recess environment. Furthermore, a psychometrically-sound instrument does not exist to examine safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment on the playground. The purpose of the current study was to develop a valid, and reliable, assessment tool intended for use in measurement of the contextual factors associated with recess.MethodsAn iterative and multi-step process was used to develop a tool that measures safety and structure, adult engagement and supervision, student behaviors, and transitions at recess. Exploratory structural equation modeling (Mplus v. 7.4) was used to examine the underlying measurement model with observational data of the recess environment collected at 649 school-based recess periods that spanned across 22 urban/metropolitan areas in the USA. Data were also collected by two researchers at 162 recess sessions across 9 schools to examine reliability.ResultsA 17-item observation instrument, the Great Recess Framework – Observational Tool (GRF-OT), was created. Findings of exploratory structural equation modeling (ESEM) analyses supported factorial validity for a 4-factor solution and linear regressions established convergent validity where ‘structure and safety’, ‘adult engagement and supervision’, and ‘student behaviors’ were all significantly related to observed activity levels. Each sub-scale of the GRF-OT showed adequate levels of inter-rater reliability and test-retest reliability analysis indicated a higher level of stability for the GRF-OT when using a three-day average across two time points as compared to a two-day average.ConclusionsInitial evidence for a valid, and reliable, assessment tool to observationally measure the recess environment with a specific focus on safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment was established in this study. Use of the GRF-OT can inspire evaluation, and subsequent intervention, to strategically create consistent, appropriate, and engaging school recess that impact children’s physical, cognitive, social and emotional development.Electronic supplementary materialThe online version of this article (10.1186/s12889-018-5295-y) contains supplementary material, which is available to authorized users.

Parent education programs may be offered or mandated at various stages of the child welfare services continuum. However, little is known regarding their efficacy in addressing the parenting problems that bring families to the attention of child welfare services. This article synthesizes outcome data generated from 58 parenting programs with families determined to be at-risk of child maltreatment and/or abusive or neglectful. It places parent education programs within the broader context of research on effective parenting as well as the leading etiological models of child maltreatment to assess the evaluations of these programs with regard to methodological rigor as well as theoretical salience. Practical and theoretical implications are presented along with recommendations for future research.

Evidence-based practice (EBP) seeks to integrate the expertise of individual practitioners with the best available evidence within the context of the values and expectations of clients. Prior to implementing EBP, it is important to understand the significance that organizational change and organizational culture play. This article seeks to explore the literature associated with both organizational change and organizational culture. The analysis of organizational culture and change draw upon findings from both the private, for-profit sector, and the public, non-profit field. It is divided into four sections: organizational change and innovation, organizational culture, managing organizational culture and change, and finally, applying the findings to the implementation of EBP. While the audience for this analysis is managers in public and nonprofit human service organizations who are considering implementing EBP into their work environment, it is not intended to provide a "how to" guide, but rather a framework for critical thinking.

Evidence-based practice (EBP) involves the integration of the expertise of individual practitioners with the best available evidence within the context of values and expectations of clients. Little is known about the implementation of evidence-based practice in the human services. This article is based on a comprehensive search of the literature related to the organizational factors needed to introduce EBP into a human service agency, tools for assessing organizational readiness for EBP, and lessons learned from the current implementation efforts. Three approaches to implementing EBP are investigated: the micro (increasing worker skills), macro (strengthening systems and structures), and the combination (focusing on both aspects). Conclusions and recommendations are drawn from the literature review and framed in the form of a tool for assessing organizational readiness for EBP implementation.

Knowledge management has recently taken a more prominent role in the management of organizations as worker knowledge and intellectual capital are recognized as critical to organizational success. This analysis explores the literature of knowledge management including the individual level of tacit and explicit knowledge, the networks and social interactions utilized by workers to create and share new knowledge, and the multiple organizational and managerial factors associated with effective knowledge management systems. Based on the role of organizational culture, structure, leadership, and reward systems, six strategies are identified to assist human service organizations with implementing new knowledge management systems.

No abstract

Out-of-School-Time (OST) programs are increasingly recognized as a venue to actively engage children and youth in character development activities, but little guidance exists as to how to assess individual children and youth in OST environments for the sake of evaluating their character development. This research brief uses an illustrative case study to reflect upon the experience of selecting and completing a strength-based, multi-modal social-emotional / character assessment that used a direct assessment and a multiple informant behavior rating scale in an OST setting. Insights derived from the case study reveal opportunities and challenges associated with each assessment modality. This paper shares lessons learned with those conducting individual assessments in OST environments and with those seeking to improve our capacity to complete screening, formative, and summative assessments of social-emotional and character constructs in OST youth development programs to help children.

No abstract