Research utilization among children's mental health providers

Barwick, Melanie; Boydell, Katherine M.; Stasiulis, Elaine; Ferguson, Harry; Blasé, Karen A.; Fixsen, Dean L.

doi:10.1186/1748-5908-3-19

Cited by 47 publications

(45 citation statements)

References 46 publications

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“…Brown et al, 2008;Meijers et al, 2006), we found that contextual factors such as access to research and resources and support for conducting and utilizing research affected research utilization. Specifically, participants talked about the barriers such as not knowing where to look for research, not having enough resources, lack of time, and difficulty obtaining the materials if they were not available online; these were similar to barriers previously reported in literature (e.g., Barwick et al, 2008;Brown, Wickline, Ecoff, & Glaser, 2008). Lack of funding was another concern that has been previously reported in research (Barwick et al, 2008).…”

Section: Discussionmentioning

confidence: 59%

“…Specifically, participants talked about the barriers such as not knowing where to look for research, not having enough resources, lack of time, and difficulty obtaining the materials if they were not available online; these were similar to barriers previously reported in literature (e.g., Barwick et al, 2008;Brown, Wickline, Ecoff, & Glaser, 2008). Lack of funding was another concern that has been previously reported in research (Barwick et al, 2008). Finally, participants talked about the difficulty of applying research due to a lack of application suggestions in journals.…”

Section: Discussionmentioning

confidence: 71%

“…Investigations that included a contextual component have suggested several barriers to utilization such as lack of time, autonomy, money, staff, access to research resources, and organizational commitment to research utilization (Barwick et al, 2008;Brown, Wickline, Ecoff, & Glaser, 2008). In contrast, the presence of learning opportunities, culture building, and availability and simplicity of resources were important facilitators (Brown, Wickline, Ecoff, & Glaser, 2008).…”

Section: The Relevance Of 4-h To the Research Evidence Utilization Qumentioning

confidence: 99%

See 2 more Smart Citations

Investigating the Utilization of Research Evidence in the 4-H Youth Development Program

Bikos

Kocheleva

Campbell

et al. 2011

JYD

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This study investigated the acquisition, interpretation, and utilization of research evidence in the 4-H Youth Development Program from the frame of Social Cognitive Theory. Utilizing Consensual Qualitative Research, we interviewed twenty 4-H faculty, staff, and volunteers from seven states. Results indicated four domains, which covered participants' definitions of research utilization, their experiences utilizing research, the process of acquiring and distributing research, and barriers and facilitators to research utilization. Participants described research use primarily in terms of improving 4-H programs. They discussed their level of confidence (i.e. self-efficacy) in finding and applying research evidence and their beliefs about the outcomes of research utilization (i.e. outcomes expectancy). Participants mentioned such barriers as not knowing where to look for research, lack of time, lack of funding, and difficulty applying research findings to their work. The facilitators included support from other 4-H colleagues and availability of 4-H specific conferences, publications, and curriculum databases.

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Section: Discussionmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 71%

Section: The Relevance Of 4-h To the Research Evidence Utilization Qumentioning

confidence: 99%

See 1 more Smart Citation

Investigating the Utilization of Research Evidence in the 4-H Youth Development Program

Bikos

Kocheleva

Campbell

et al. 2011

JYD

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“…À l'appui de cet intérêt, des recherches récentes soulignent l'importance de l'application des données probantes en matière de traitements psychosociaux afin d'améliorer les services offerts aux jeunes hébergés en centre jeunesse (Goyette et Charest, 2007;Trocmé, Esposito, Laurendeau, Thomson et Milne, 2009;Turcotte, Lamonde et Beaudoin, 2009). Depuis une dizaine années, les centres jeunesse au Québec 1 Bien que la pertinence de développer des pratiques fondées sur les données probantes soit reconnue, les recherches montrent cependant qu'un écart semble persister entre le développement de connaissances empiriques et leur utilisation chez les intervenants et les gestionnaires oeuvrant auprès des jeunes et des familles en difficulté (Aarons et Palinkas, 2007;Barwick, Boydell, Stasiulis, Ferguson, Blase et Fixsen, 2008;Chagnon, Pouliot, Malo, Gervais et Pigeon, 2010;Proctor, Landsverk, Aarons, Chambers, Glisson et Mittman, 2009). Au Québec, une enquête récente réalisée dans un centre jeunesse auprès d'intervenants (N = 364) et de gestionnaires (N = 83) montre que seulement 22 % des gestionnaires et 18 % des intervenants utilisent souvent les données probantes afin de guider leurs pratiques (Chagnon et al, 2010).…”

Section: Résumé De L'articleunclassified

“…Au Québec, une enquête récente réalisée dans un centre jeunesse auprès d'intervenants (N = 364) et de gestionnaires (N = 83) montre que seulement 22 % des gestionnaires et 18 % des intervenants utilisent souvent les données probantes afin de guider leurs pratiques (Chagnon et al, 2010). De façon similaire, une étude ontarienne effectuée au sein des services de santé mentale pour la jeunesse auprès de gestionnaires (N = 80) et de cliniciens (N = 483) montre que plus de la moitié des répondants estiment qu'ils ne parviennent pas à appliquer les données probantes dans le cadre de leurs pratiques quotidiennes (Barwick et al, 2008). Ces résultats éclairent l'importance de mieux connaître les conditions à mettre en place afin que les données probantes soient davantage utilisées par les intervenants et les gestionnaires oeuvrant auprès des jeunes et des familles en difficulté.…”

Section: Résumé De L'articleunclassified

Augmenter l’utilisation des données probantes par les intervenants et les gestionnaires en centre jeunesse

Gervais

Chagnon

Paccioni

2011

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Depuis une dizaine d’années, une importance accrue est accordée à l’utilisation des données probantes afin d’améliorer la qualité des services psychosociaux offerts aux jeunes et aux familles en difficulté. Malgré cet intérêt, la connaissance des conditions favorables afin de soutenir l’utilisation des données probantes dans les milieux d’intervention est limitée et doit être développée. En se fondant sur l’examen de la littérature et sur une recherche qualitative, la présente étude examine les besoins, en matière de données probantes, de 15 gestionnaires et 15 intervenants travaillant en centre jeunesse au Québec. L’étude suggère que la production de données adaptées aux besoins des intervenants et des gestionnaires, présentées dans un format adéquat et respectant les standards de validité scientifique, permet de favoriser leur utilisation.There is a growing interest in making better use of research-based evidences to improve psychosocial services for youth and families in difficulty. However, little is known about the best strategies to support the use of research-based evidences by practitioners and managers in this field. Based on a critical review of the literature and a qualitative research, the goal of this study is to describe the needs, in regard to research-based evidences, of 15 practitioners and 15 managers working in a youth center. The study suggests that the production of research-based evidences adapted to practitioners’ and managers’ needs, presented in an adequate format and following the standards of scientific validity, is essential in order to support their use

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Advancing Early Childhood Development and Prevention Programs: A Pan‐Canadian Knowledge Transfer Initiative for Better Beginnings, Better Futures

Nelson

Loomis

Pancer

et al. 2018

ANZ J of Family Therapy

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Better Beginnings, Better Futures is an evidence-based early childhood initiative that promotes the healthy development of children and families in economically disadvantaged communities. The Better Beginnings model involves the development of community-driven programs through resident involvement that are integrated with existing services, universally accessible to all children and families in a community, focused on prevention, and ecological in nature. In this paper, we describe a pan-Canadian knowledge transfer strategy involving attendance at workshops designed to build the capacity of participants to develop Better Beginnings initiatives in their own communities, and the impacts of the workshops on participants. Process evaluation data were obtained from participants in each Canadian province and territory immediately following the workshops (k = 12, N = 271). In addition, a smaller sample (n = 54) completed a follow-up telephone interview 3 months later. All components of the knowledge transfer strategy were well-received and rated highly by participants. Workshop participants indicated increased knowledge of the Better Beginnings model and high levels of satisfaction with the workshop. In the follow-up evaluation, participants indicated strong intentions to use the information they had learned about Better Beginnings to advance the well-being of children and families in their community. We discuss the lessons learned from the knowledge transfer initiative and provide recommendations for advancing knowledge transfer of programs for children and families in context.

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Research utilization among children's mental health providers

Cited by 47 publications

References 46 publications

Investigating the Utilization of Research Evidence in the 4-H Youth Development Program

Investigating the Utilization of Research Evidence in the 4-H Youth Development Program

Augmenter l’utilisation des données probantes par les intervenants et les gestionnaires en centre jeunesse

Advancing Early Childhood Development and Prevention Programs: A Pan‐Canadian Knowledge Transfer Initiative for Better Beginnings, Better Futures

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