Policy Press
4 EBP implementation in child welfare and child mental health
Abstract
There is a type of foster care that would like to contract through our county, to open up in this county, and it’s evidence-based practice that comes out of Oregon. And the Department of Children’s Services likes it, but in talking with other providers and looking at their materials, their costs for training are extraordinary and their fidelity requirements are extraordinary, and consequently, even if I had a grant to pay for it, I’d be less likely to support it than some models. (Mental health services director)
As noted in the last chapter, there are numerous theories, models and frameworks used in implementation science to understand the features of an intervention, an organization and its external environment believed to be associated with implementation outcomes, and to identify strategies designed to facilitate successful implementation (Nilsen, 2015). With all of these theories, models and frameworks to guide the selection of strategies for implementation, why is there a need for yet another theory, model or framework? The answer to this question lies in the emphasis that this model places on the transactions that occur in both social relations and cultural systems and the roles they play in implementation.
In this chapter, we introduce four major studies where the four pillars of implementation science were applied to identify barriers and facilitators to EBP implementation, evaluate strategies designed to overcome barriers and maximize facilitators, and employ innovative methods for examining the process and outcomes of EBP implementation. The lessons learned from each of these studies serve to build upon existing implementation theories, models and frameworks to highlight the roles of social networks, use of research evidence (URE), local models of implementation and evidence, research–practice–policy partnerships (RPPP), and cultural exchanges among implementation stakeholders in implementation processes and outcomes.
Abstract
There is a type of foster care that would like to contract through our county, to open up in this county, and it’s evidence-based practice that comes out of Oregon. And the Department of Children’s Services likes it, but in talking with other providers and looking at their materials, their costs for training are extraordinary and their fidelity requirements are extraordinary, and consequently, even if I had a grant to pay for it, I’d be less likely to support it than some models. (Mental health services director)
As noted in the last chapter, there are numerous theories, models and frameworks used in implementation science to understand the features of an intervention, an organization and its external environment believed to be associated with implementation outcomes, and to identify strategies designed to facilitate successful implementation (Nilsen, 2015). With all of these theories, models and frameworks to guide the selection of strategies for implementation, why is there a need for yet another theory, model or framework? The answer to this question lies in the emphasis that this model places on the transactions that occur in both social relations and cultural systems and the roles they play in implementation.
In this chapter, we introduce four major studies where the four pillars of implementation science were applied to identify barriers and facilitators to EBP implementation, evaluate strategies designed to overcome barriers and maximize facilitators, and employ innovative methods for examining the process and outcomes of EBP implementation. The lessons learned from each of these studies serve to build upon existing implementation theories, models and frameworks to highlight the roles of social networks, use of research evidence (URE), local models of implementation and evidence, research–practice–policy partnerships (RPPP), and cultural exchanges among implementation stakeholders in implementation processes and outcomes.
Chapters in this book
- Front Matter i
- Contents v
- Tables and figures vi
- Abbreviations vii
- Preface ix
- Introduction 1
- The need for evidence-based practice 15
- Understanding and reducing the gap 33
- EBP implementation in child welfare and child mental health 59
- Social networks and EBP implementation 75
- Use of research evidence and EBP implementation 99
- Local models of EBP implementation 119
- Research–practice–policy partnerships 139
- Cultural exchange and EBP implementation 169
- A transactional model of implementing EBP 189
- References 201
- Index 235
Chapters in this book
- Front Matter i
- Contents v
- Tables and figures vi
- Abbreviations vii
- Preface ix
- Introduction 1
- The need for evidence-based practice 15
- Understanding and reducing the gap 33
- EBP implementation in child welfare and child mental health 59
- Social networks and EBP implementation 75
- Use of research evidence and EBP implementation 99
- Local models of EBP implementation 119
- Research–practice–policy partnerships 139
- Cultural exchange and EBP implementation 169
- A transactional model of implementing EBP 189
- References 201
- Index 235
