Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health

Malti, Tina; Noam, Gil G.; Beelmann, Andreas; Sommer, Simon

doi:10.1080/15374416.2016.1239539

Cited by 38 publications

(29 citation statements)

References 52 publications

(66 reference statements)

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“…We argue for strong attention being paid to implementation and program development science, specifically the design and implementation of interventions which are (1) conceptually sound, (2) skill-focused, (3) responsive to client need and interest, (4) uphold program fidelity (integrity) and (5) are targeted (Raymond 2018b). This includes attention being paid to both 'evidence-based practice' and 'evidence-based adaptation', which is particularly relevant for child and youth interventions (Ghate 2016;Malti et al 2016), or clients with complex needs (e.g., trauma).…”

Section: Discussionmentioning

confidence: 99%

“…There is wide variability in the degree such principles are operationalised into PPI program design and implementation, with 'program fidelity' (or consistency of delivery as per intended design) having particular relevance to the delivery of PPI's within real world settings (Hone et al 2015). Interventions that include multiple components (e.g., two or more PPI's), are delivered across multiple levels (e.g., individual, workgroup or classroom, organisational) or implementation sites, and target cohorts with heterogeneous or complex needs (e.g., trauma) are at higher risk of both lower implementation quality and fidelity (Malti et al 2016;Michie et al 2009). Within the positive psychology discipline, multi-component interventions are characteristic of whole-ofagency (entire school or organisation) or multi-site interventions.…”

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

“…The increased focus on 'implementation' has emerged owing to wide slippages between the translation of evidence into practice across multiple human service disciplines (Fixsen et al 2009). While a strong argument is made for the implementation of evidence-based practices, increasing importance is being placed in contextualising programs and interventions to their cohort and settings (Malti et al 2016). In other words, program developers need to find the "right mix of fidelity and adaptation" (Durlak and DuPre 2008, p. 341) or 'flexibility within fidelity' (Kendall et al 2008).…”

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

“…This movement towards flexibility has brought an implementation focus to 'evidence-base adaptation' (Ghate 2016). This thinking has been particularly highlighted in child and youth cohorts, where interventions should be matched to specific developmental (Malti et al 2016) or presenting needs (e.g., trauma, see Brunzell et al 2016 for integration of positive psychology and trauma-informed practice).…”

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

“…Coherence of description, supported through a communication strategy, is a key driver of program fidelity and implementation quality with complex programming (Blase et al 2012;Fixsen et al 2013;Fixsen et al 2005;Michie et al 2009). Second, the method seeks to isolate the 'heavy lifters' or 'active ingredients' of an intervention, or the fixed versus flexible intervention components (Malti et al 2016). In other words, it provides a method of "identifying and distinguishing core elements and adaptable characteristics from an EBP [evidence-based program], then supporting the implementation of the adapted model" (Aarons et al 2012, p. 7).…”

Section: Program Logic Modellingmentioning

confidence: 99%

See 4 more Smart Citations

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

Raymond¹,

Iasiello

Kelly

et al. 2019

Int J Appl Posit Psychol

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Positive psychology interventions (PPIs) and programs differ markedly in implementation quality. Lower quality implementation is associated with interventions that include multiple components (or PPIs), are delivered across multiple layers (individual, workgroup/ classroom and organisation/school) or agency sites, and include cohorts with heterogeneous or complex needs (e.g., trauma). This paper collectively refers to these interventions as 'complex PPI's' or 'complex programs'. Drawing upon the implementation science literature, we argue that logic modelling represents a method to guide the design and implementation of 'complex' interventions. We describe a growth-focused logic model and implementation methodology (titled intentional practice) that operationalises positive psychology outcomes and processes to support program developers to achieve a balance between fidelity and adaptation. The Resilient Futures program, developed by the South Australian Health and Medical Research Institute (SAHMRI) Wellbeing and Resilience Centre, is described as a case example of the approach. This program represents a large scale and multi-site implementation of a resilience and wellbeing skill-building program for 850 young people from disadvantaged backgrounds with heterogeneous needs. The case study describes how logic modelling and intentional practice consolidated early theory building work to operationalise the intervention at the program level, but also to support multi-site nuancing and translation of the program to individual sites and agency/youth needs. The article argues that logic modelling offers a flexible and evidence-based method for program designers, facilitators and researchers to design and implement complex PPI's or programs. Key considerations for utilising logic models are offered.

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Section: Discussionmentioning

confidence: 99%

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

Section: Implementation Of Complex Positive Psychology Interventions mentioning

confidence: 99%

Section: Program Logic Modellingmentioning

confidence: 99%

See 3 more Smart Citations

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

Raymond¹,

Iasiello

Kelly

et al. 2019

Int J Appl Posit Psychol

View full text Add to dashboard Cite

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International Implementation of the ViSC Social Competence Program in Cyprus, Romania, Turkey, and Kosovo

Strohmeier¹,

Solomontos-Kountouri²,

Trip³

et al. 2021

The Wiley Blackwell Handbook of Bullying

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Buffering negative effects of immigration on cognitive, social, and educational development: A multinational meta‐analysis of child and adolescent prevention programmes

2020

Self Cite

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G rowing up in migrant families is a well-known distal risk factor related to poorer outcomes in child and adolescent health, academic, socioemotional and behavioural development. This article reviews the effects of various prevention measures such as early education programmes, cognitive and language training or parent and teacher training on child and adolescent developmental outcomes in immigration samples. Using several comprehensive literature searches, we found 138 research reports with 141 studies and 175 comparisons on preventing negative effects of immigration. Overall, programmes yielded an effect size of d = 0.26 at post-test using the random effect model. These effects decreased over time while still differing significantly from zero. A cross-tabulation of prevention approach/programme type by different outcome domains revealed several important results such as high effects of child cognitive and language training programmes on child academic and language outcomes and relatively low effects of all programmes on child socioemotional outcomes. In addition, individualised and culturally tailored programmes seems to be more effective. However, generalised effects on more distal educational outcomes (e.g., school degrees) were generally weak. Hence, it remains questionable whether individual psychosocial and educational programmes are able to counterbalance the multifaceted risks of immigration.

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Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health

Cited by 38 publications

References 52 publications

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

International Implementation of the ViSC Social Competence Program in Cyprus, Romania, Turkey, and Kosovo

Buffering negative effects of immigration on cognitive, social, and educational development: A multinational meta‐analysis of child and adolescent prevention programmes

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