Implementing evidence-supported methods in residential care and special education: A process-model

Abstract

This article presents the findings of a qualitative study in a Flemish centre for children and adolescents with emotional and behavioural disorders. The change with regard to the demand for care of this highly troubled population has created a need for intervention models that address students' socio-emotional needs. When preparing an organization to implement such intervention models, it is critical to obtain a thorough needs assessment or pre-implementation evaluation of staff in the organization. Fifty interviews with different staff members were performed, guided by three research questions: (1) How do staff perceive the children and youth cared for, including the behaviour, needs and demands of these youths?; (2) How do staff try to translate this demand for care into treatment, and what obstacles could possibly stand in the way?; and (3) What are, according to staff, critical issues to take into account when implementing EBP, both on the individual level and on the level of the organization? Using a grounded theory approach, the analysis resulted in a pre-implementation model. In the following article, this model will be discussed and illustrated with quotes of staff themselves. Figure Click here to download high resolution image We examine how staff how staff reflect on youth's behavior and demand for care  We examine how staff translate this into treatment  We examine critical issues with regard to implementation of evidence based practice  Using a grounded approach, the analysis resulted in a pre-implementation model  Core elements are history, cooperation, target group and preconditions Please find enclosed a manuscript entitled: " Implementing evidence-supported methods in residential care and special education: a process-model " which I am re-submitting for exclusive consideration of publication as an article in Children and Youth Services Review.The study described in this manuscript shows interesting results with regard to how staff in care facilities perceive youth cared for, how they translate this into treatment, and what they mention as critical issues to take into account when implementing Evidence Based Practices. As such this paper should be of interest to a broad readership. I would like to thank the reviewers for their helpful and valuable feedback. Based is this feedback, following revisions were made to the original manuscript: -The appendix was deleted; information about interviewee characteristics is described in the text. Further, next to each quote in the 'results' part, extra information is given about the interviewee. E.g. Interview 46; male supervisor (suggestion of reviewer # 1) -As suggested by both the Editor-in-Chief and reviewer # 4, she manuscripts has been edited by a professional translator 'Dutch-English' -Based on the comments of reviewer #1, the title of the manuscript is revised.-Reviewer #1 asked whether the findings different for residential than for school? Or is this model applicable to both? Is that explicitly stated in this manuscript?In the 'concl...

Conceptualising a Proposed Support Strategy for Sexually Abused Boys in Middle Childhood

“…This is supported by several authors (Bastiaanssen et al, 2014;Boone, 2012;Curby, Rimm-Kaufman & Abry, 2013;Soenen et al, 2014;Vargas, 2013). During the third phase it was indicated that these rules and boundaries should be clear and easily understandable.…”

“…He believes that MCSA may add to the trauma of these learners, which may result in even more emotional and behavioural difficulties. Several authors (Quisenberry & Foltz, 2013;Soenen, D'Oosterlinck & Broekaert, 2014) confirm that many children placed in clinic schools have experienced abuse. For the purpose of this study the focus is specifically on MCSA victims placed in a clinic school.…”

“…Research literature (Bastiaanssen et al, 2014;Cohen et al, 2012;Ristuccia, 2013) confirm this need for safety. Several authors mention that safety can be advanced by providing supervision to these boys (Kenney, 2013;Rasmussen, 2013;Sahay, 2013;Soenen et al, 2014). According to Soenen, D'Oosterlinck and Broekaert (2013) as well as Wurtele (2012), most disruptive behaviour takes place at times and places where there is little if any supervision.…”

Connect the Dots: Using a Logic Model to Connect Goals With Interventions, Evaluation Strategies, and Outcomes

“…Traditionally, process models have been used to provide insight into improving organizational tenets, for example, to help build capacity in nonprofit sports organizations (Miller & Doherty, 2016). Other contexts in which process models have been employed include (a) exploring organizational components related to college counselors' referrals of students to other mental health providers (Iarussi & Shaw, 2016), (b) helping a center for children and youth with emotional and behavioral disorders effectively address the students' socioemotional needs (Soenen et al, 2014), (c) improving outcomes in substance abuse treatment centers (Lehman, Simpson, Knight, & Flynn, 2011), and (d) formulating successful partnerships with Spanish-speaking immigrant families within their communities (Gonzalez, 2017). In education specifically, a process approach is articulated by the multitiered system of supports (MTSS) framework that schools follow to provide targeted support to struggling students (Jimerson, Burns, & VanDerHeyden, 2007).…”

“…This general and open definition is purposeful because these models can be offered in varying formats for creating visual representations of some process or relationship between variables or factors, including the process by which a program is planned, organized, and implemented (Damschroder & Hagedorn, 2011). For example, process models may contain visual representations of stages (Bryan & Henry, 2012) or mediating and moderating factors of relationships between multiple variables (Bøe et al, 2014); they may also represent bidirectional relationships between factors or variables (Soenen, D'Oosterlinck, & Broekaert, 2014), be cyclical in nature (Den Hamer, Konijn, & Keijer, 2014), or provide a multidirectional framework for describing a process of services (Iarussi & Shaw, 2016). One central difference between process models and logic models is that logic models explicitly establish the causal linkages that create change and delineate clearly how inputs and actions lead to specific outcomes.…”