This study examines how parent-child interaction therapy (PCIT) was adapted for Puerto Rican parents of children aged 4-6 with hyperactivity and other significant behavior problems. Four steps were followed: (1) translation and preliminary adaptation of the treatment manual, (2) application of the treatment to 9 families as part of an exploratory study using repeated measures, (3) treatment revision and refinement, and (4) in-depth interviews with parents (n=15) and clinical psychologists (n=5) from Puerto Rico who provided feedback on treatment process and components. Throughout this process, cultural elements and modifications were recommended to be incorporated into the treatment protocol. Both quantitative and qualitative results suggest that PCIT seems to be an acceptable intervention for this population, with some minor changes. Parents reported a high level of satisfaction, a significant reduction in children's externalizing behavior problems, and reduction of parenting stress and improvement in their parenting practices. Psychologists also evaluated positively the treatment protocol and recommended its use. Results from this study may inform clinicians and researchers who work with Latino families about relevant issues to be considered to promote their participation in behavioral family interventions and to enhance their acceptability and effectiveness.

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In this article we argue that evaluation is an event-driven and productoriented activity needs to be reconsidered and reconceptualized in light of continuous changes organizations are experiencing.We describe how evaluative inquiry for organizational learning offers organization members a way of integrating inquiry processes into their daily work practices, with the outcome being learning and improved personal and professional performance.We first define evaluative inquiry for organizational learning, then describe the four learning processes that undergird evaluative inquiry. From here we explain the three phases of evaluative inquiry for organizational learning and conclude with a discussion of issues evaluators and practitioners may face in implementing this approach. IntroductionThe amount of organizational change occurring today is unprecedented. The burgeoning literature on this subject that provides advice, empirical research, case studies, and evaluations argues that today's organizations: (1) are context bound and driven, (2) are made up of people who experience change differently, (3) have many cultures, (4) include formal and informal communication structures, and (5) are politically charged. Continuous organizational change is resulting in less organizational stability and a redefinition of who we are and what we do in the workplace. The traditional structures that have given us a feeling of solidity and predictability are vanishing. This shift has placed a greater emphasis on the need for fluid processes that can change as an organization and its members' needs change. Instead of the traditional rational, linear, hierarchical approach to managing jobs, which focused on breaking down job tasks, and isolating job functions, tomorrow's jobs will be built on establishing networks of relationships. Workers will require listening, communicating, and group facilitation skills to get the work Evaluation

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