The Interactive Systems Framework (ISF) for Dissemination and Implementation presents an overall framework for translating knowledge into action. Each of its three systems requires further clarification and explanation to truly understand how to conduct this work. This article describes the development and initial application of the Rapid Synthesis and Translation Process (RSTP) using the exchange model of knowledge transfer in the context of one of the ISF systems: the Prevention Synthesis and Translation System (see [special issue "introduction" article] for a translation of the Wandersman et al. (Am J Community Psychol 41:3-4, 2008) article using the RSTP). This six-step process, which was developed by and for the Division of Violence Prevention at the Centers for Disease Control and Prevention in collaboration with partners, serves as an example of how a federal agency can expedite the transfer of research knowledge to practitioners to prevent violence. While the RSTP itself represents one of the possible functions in the Prevention Synthesis and Translation System, the resulting products affect both prevention support and prevention delivery as well. Examples of how practitioner and researcher feedback were incorporated into the Rapid Synthesis and Translation Process are discussed.
Gottman and associates theorized emotion coaching, parents’ processing of negative emotions with children, as important for children’s later development. Bowen viewed differentiation, the balance between emotional and cognitive reactions to one’s family of origin, as an important developmental process. However, research has not specified parenting methods that foster healthy differentiation. The authors hypothesized adults with emotion-coaching parents have healthier differentiation than those parented with other styles. A total of 254 (129 female, 124 male) participants completed surveys measuring perception of parenting styles and differentiation of self. For male participants, perceiving their parents as having a disapproving style was associated with a poor sense of self. For female participants, high levels of fusion and low levels of emotional cutoff were associated with low emotion-coaching parents and disapproving mothers. Implications and limitations are discussed.
The economic and human cost of suicidal behavior to individuals, families, communities, and society makes suicide a serious public health concern, both in the US and around the world. As research and evaluation continue to identify strategies that have the potential to reduce or ultimately prevent suicidal behavior, the need for translating these findings into practice grows. The development of actionable knowledge is an emerging process for translating important research and evaluation findings into action to benefit practice settings. In an effort to apply evaluation findings to strengthen suicide prevention practice, the Centers for Disease Control and Prevention (CDC) and the Substance Abuse and Mental Health Services Administration (SAMHSA) supported the development of three actionable knowledge products that make key findings and lessons learned from youth suicide prevention program evaluations accessible and useable for action. This paper describes the actionable knowledge framework (adapted from the knowledge transfer literature), the three products that resulted, and recommendations for further research into this emerging method for translating research and evaluation findings and bridging the knowledge-action gap. KEYWORDSSuicide prevention, Youth, Actionable knowledge, Knowledge to action, Knowledge-action, Researchto-practice, Implementation, Knowledge transfer, Public healthThe economic and human cost of suicidal behavior to individuals, families, communities, and society makes suicide a serious public health concern, both in the United States and around the world. In the US, it is estimated that deaths resulting from suicide create a financial burden of over 26 billion dollars a year in medical costs and work loss [1]. Suicide is also one of the most common causes of death among young people in the US. It is the second leading cause of death among 25-34-year-olds and the third leading cause of death among 15-24-year-olds [2]. In 2011, nearly 16 % of high school students (typical age range 14-18 years old) reported that they had seriously considered suicide in the past year [3], that is, about three students out of a typical classroom of 20 [4].The United States Centers for Disease Control and Prevention (CDC) defines suicidal behavior as including (1) suicidal ideation (thoughts of harming or killing oneself), (2) suicide attempt (a nonfatal, self-directed potentially injurious behavior with any intent to die as a result of the behavior), and/or (3) suicide (death caused by self-directed injurious behavior with any intent to die as a result of the behavior) [5]. Historically in the US, suicide has almost exclusively been addressed by providing mental health services to people already experiencing suicidal thoughts or behavior. While
This qualitative, grounded theory study investigated 11 families who reported having successfully integrated into their family unit at least one older/special needs adoptee. The theory that emerged through the constant comparative methodology consisted of two categories (Decision to Adopt and Adjustment) and a core category (Developing a Sense of Family). The two categories and core category comprised a process that was informed by the Family Narrative Paradigm and culminated in the successful integration of the child or children into the existing family unit. Parental perceptions that appeared to facilitate this process included: (a) finding strengths in the children overlooked by previous caregivers, (b) viewing behavior in context, (c) reframing negative behavior, and (d) attributing improvement in behavior to parenting efforts.
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