Policy Press
10 A transactional model of implementing EBP
Abstract
We will use the results from the study, but it is not really about practice alone for us. The big benefit is that it begins to change the culture of the agency. It becomes a learning agency. We become an agency that has the wherewithal to develop new programs informed by research. We get to be a co-creator; we get to be an innovator. We get to be part of the group that advances the field. In addition, having your name on the research makes it easier to get funding to support the programs. It also has an impact on staff morale. Staff take pride when our own research demonstrates favorable results. (Program director)
Each of the previous five chapters focused on a specific component of EBP implementation, providing detail on how they manifest themselves in social and mental health services that target children and adolescents and their implications for the broader challenge of understanding and facilitating successful implementation of EBPs in any service setting. In Chapter Five, we examined social networks and inter-organizational collaboration and the role they played in the implementation of TFCO in California and Ohio. We then focused on URE as an illustration of both social interactions that facilitate URE and the shared understandings that comprise the organizational culture of URE. This was followed by another illustration of shared understandings, one that comprised the models of and for assessment of the barriers and facilitators of EBP implementation. We then returned to a focus on social relations and shared understandings that operate in the context of research–practice partnerships dedicated to the task of EBP implementation.
Abstract
We will use the results from the study, but it is not really about practice alone for us. The big benefit is that it begins to change the culture of the agency. It becomes a learning agency. We become an agency that has the wherewithal to develop new programs informed by research. We get to be a co-creator; we get to be an innovator. We get to be part of the group that advances the field. In addition, having your name on the research makes it easier to get funding to support the programs. It also has an impact on staff morale. Staff take pride when our own research demonstrates favorable results. (Program director)
Each of the previous five chapters focused on a specific component of EBP implementation, providing detail on how they manifest themselves in social and mental health services that target children and adolescents and their implications for the broader challenge of understanding and facilitating successful implementation of EBPs in any service setting. In Chapter Five, we examined social networks and inter-organizational collaboration and the role they played in the implementation of TFCO in California and Ohio. We then focused on URE as an illustration of both social interactions that facilitate URE and the shared understandings that comprise the organizational culture of URE. This was followed by another illustration of shared understandings, one that comprised the models of and for assessment of the barriers and facilitators of EBP implementation. We then returned to a focus on social relations and shared understandings that operate in the context of research–practice partnerships dedicated to the task of EBP implementation.
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
