OPEN organised this Knowledge Building workshop where Dr. Penny Hagen from the Auckland Co-design Lab shared approaches that are participatory, gentle and respectful in order to bring less privileged perspectives to the surface in complex conversations.
Community schools: An evidence-based strategy for equitable school improvement
A recent review of research studies and evaluations has shown that community schools can be successful in improving school outcomes and childhood learning. This is found to be particularly true in schools with a high level of poverty. This brief, prepared by the Learning Policy Institute and the National Education Policy Center, highlights the benefits of community schools partnering with local agencies and government to provide an integrated and holistic approach to academics, health and community development.
Considering culture: Building the best evidence-based practices for children of color
The Annie E. Casey Foundation has produced a case study that examines the role of culture in establishing effective, evidence-based programs in African-American communities. The report suggests ways in which organisations can apply evidence-based practices and introduce innovative approaches and programs that respond to the needs of African-Americans. It emphasises that programs which are effective for one group might not be so for another. Success is dependent upon having a strong understanding of the unique cultural environment and on incorporating this understanding into the design and implementation stages of a program. This will also support community buy-in at the early stages of a community program or intervention.
Putting early intervention into action can be a challenging process. It involves people and resources from a wide range of local services, and decisions that will shape the future of those services for years to come. Find out more about the steps and stages in making early intervention work using the range of resources on the Early Intervention Foundation website.
Effectively engaging stakeholders and the public in developing violence prevention messages
This study explores the ways in which stakeholders and the wider public can be effectively engaged when developing and communicating violence prevention messages. It emphasises the need for clear and consistent messaging, and evidence informed approach informed by past experiences.
Evidence and Innovation for Wellbeing in complex settings: Dr. Penny Hagen and Angie Tangaere
OPEN organised this Knowledge Building Workshop led by Dr. Penny Hagen, from Auckland Co-design Lab and Angie Tangaere, The Southern Initiative, where they talked about privilege and power. Their approach encourages us to flip where the expertise lies and be social innovation agents who need to be ‘in service’ of the change that the families want.
This short video from the Ontario Centre of Excellence for Child and Youth Mental Health provides a general overview of evidence informed practice and its three pillars; research evidence, practice expertise and client experience.
Identify, Design, Implement
Fact Sheet: Introduction to Evidence Informed Practice Elements
Issue 99 of Family Matters builds on the 2016 Australian Institute of Family Services (AIFS) Conference theme of ‘research to results’. It discusses current debates in Australia about the use of evidence to improve policy and practice in child and family services. It explores issues in the sector from different perspectives, providing a voice to all those affected by the pressing debates. In addition to articles from researchers and experts, the edition contains a series of ‘practitioner perspectives’ on the use of evidence, and departmental updates on significant child and families programs.
Foster and kinship carer recruitment and retention: Encouraging and sustaining quality care to improve outcomes for children and young people in care.
Australian Catholic University’s Institute for Child Protection Studies (ICPS) has released a qualitative study aimed at identifying new and effective approaches to the recruitment, support and retention of kinship and foster carers. The report identifies some of the key approaches currently being used across Australia’s states and territories. The report shows that there is growing recognition that different approaches are required to find and support kinship carers, opposed to foster carers.
Implementing Evidence-Informed Practice: A Practical Toolkit
This toolkit contains practical insight, strategies and resources for the planning phase of implementation. It couples theory and research findings with practical strategies and real-life experiences from the field that may be relevant to your organization.
Infant-led Research: Privileging Space to See, Hear, and Consider the Subjective Experience of the Infant
In this article, Wendy Bunston, Margarita Frederico and Mary Whiteside present a novel “infant-led” qualitative research methodology which foregrounds the subjective experiences of infants, rather than those their parents and carers. This methodology is nonintrusive and has much to offer social workers working with infants in high risk situations in community, health, and mental health settings.
Design, Implement, Evaluate
Presentation @ 2018 OPEN Symposium – The NYC Experience: Implementing Evidence-Based and Informed Practices
In this presentation, MaryAnn Notarianni outlines the journey of the Ontario Centre of Excellence for Child and Youth Mental Health (the Centre) in supporting the child and youth mental health sector to mobilise knowledge and improve quality to meet child and youth mental health needs across the province.
Design, Implement, Evaluate
Presentation @ OPEN Symposium 2019 – Building the evidence base of Aboriginal programs and practices to improve outcomes for Aboriginal children and families
In this presentation, Melanie Ashman and Kerry Brogan from the Victorian Aboriginal Child Care Agency (VACCA) spoke about the development and implementation of a culturally appropriate Evaluation Framework.
VACCA’s process is Aboriginal led and privileges the voices of Aboriginal practitioners and clients. Their Evaluation Framework foregrounds culturally specific outcomes to ensure that evaluations measure what is most important to the Aboriginal Community to build an evidence base of effective programs and practices.
Design, Implement, Evaluate
Presentation @ OPEN Symposium 2019 – The Common Elements Approach: Trialling an innovative approach to embedding evidence at an Aboriginal Community Controlled Service
Kathy Crouch (MDAS), Nicola Thomson (DHHS) and Jessica Hateley-Browne (CEI) discuss the recent trial of the Common Elements Approach in the Mallee District Aboriginal Services, one of the five trial sites. Presenting wisdom from the frontline, experiences of collaboration, shared learning and joint problem solving from the two participating teams at MDAS reveals how co-design practice is an encouraging learning consideration for community services.
This document developed by the Ontario Centre of Excellence for Child and Youth Mental health outlines a number of principles and practices for engaging with families. These were co-developed with a youth advisory group and seek to ensure a high quality of client engagement and service.
This keynote by Tom McBride was given at an event co-hosted by CFECFW and Berry Street. It discusses the formation of the Early Intervention Foundation in the UK, and gives an overview of their purpose, evidence standards and how they approach early intervention work across a range of areas.
In this seminar, Professor John Lynch and Dr Rhiannon Pilkington from the University of Adelaide discuss recent large-scale data projects in South Australia and Victoria that have informed child protection policy and practice.
Professor Lynch explains how big data and epidemiology can be used to inform government, non-government and community organisations to answer important policy questions.