Translating Evidence into Action

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Translating Evidence into Action

• Case examples in child welfare

York, United Kingdom September 05th,2006 Peter
Dudding, MM, MSW, RSW
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Introduction

• Theory Knowledge Uptake
• Case example Ontario Childrens Aid Society
• Conclusions and Recommendations

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Influences on Childrens Services
Ideology
Experience
Resources
Childrens Services
We must learn to see the organization as a
living system within the context of the larger
systems of which it is part. (Senge 2001)
Research
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KNOWLEDGE MOBILIZATION

• A definition
• Getting the right information to the right people
  in the right format at the right time so as to
  influence decision-making

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Virtuous circle of knowledge mobilization

• Improve outcomes for children and families
  through evidence-based child welfare system

interpreting and understanding implications
relevant research agenda
Knowledge
Research
Community Partners
Researchers
Implementation
policy
practice
making change
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Types of Knowledge

• Dissemination
• Transfer Sharing
• Translation
• Mobilization

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Reaching Users
Dissemination
Transfer
Translation
Mobilization
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Dissemination

• Unidirectional
• Results focus (final research step)
• Jargon
• Targeted audience
• Limited reach
• Useful for

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Transfer

• Two-way
• Occurs at end of research process
• Less jargon
• Limited audience
• Useful for

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Translation

• Multi-user focus
• Target language
• Still results transfer focus
• Broader impact
• Useful for

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Mobilization

• Ongoing throughout research process
• Shared decision-making
• Multiple uses
• Multiple audiences
• Broad reach
• Useful for

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Case example

• Prescott-Russell Services to Children and Adults
• Looking After Children (strength-based,
  resilience focused approach based upon good
  parenting)
• Provides for assessment, monitoring and outcomes
  measurement against standards
• Can be aggregated for organization, population
  and jurisdiction comparisons
• Some dimensions compared to general population
  (NLSCY)

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Call to action

• Introduced at a time of great tension and
  dissatisfaction with status quo
• General malaise about service results
  (particularly young persons in care)
• No outcome data few negative cases, generated
  much acrimony

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Good news!

• This dissatisfaction was marshalled in the cause
  of innovation and change

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Steps to implementation

• Planning- involved both management and staff, had
  an end goal in mind, but did not plan more than
  one step at a time
• Communications- in addition to yearly reports and
  newsletter, there were numerous meetings with key
  stakeholders (youth, foster parents, employees,
  board members, funders)
• great importance to share the data and put them
  to immediate clinical and managerial use
• it was feared that they might conclude that
  they might conclude that they were investing a
  lot of time on a mere research project
• many commented on the fact that just seeing the
  data for the first time made the time and work
  seem worthwhile

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Steps to implementation

• Piloting went through a number of incremental
  stages during a five year period, from 2 to 182
  youth in care. It provides an opportunity to try
  out and play with an innovation, to garner
  success and of course to communicate that success
  to others.
• Working groups, leadership and champions
  requires getting many people involved (including
  key stakeholders on the team), clear mandate and
  direction from senior management ( executive
  director and board), and agency champions
  with special qualities to lead the
  implementation.

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Steps to implementation

• Training one of the key factors for mobilizing
  staff, foster parents and managers. The training
  explained the core concepts, enabled and
  energized participation. It changed the discourse
  from shortcomings and difficulties to
  celebrating successes and resilience.
• Partnering - internal stakeholders were involved
  in the change process. External partnerships with
  University of Ottawa and Ontario Association of
  Childrens Aid Societies accelerated the change
  and innovation.

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Important findings

• Initial data was quite compelling
• Young persons in care were not reading much, and
  were not involved in out of school or weekend
  activities
• Expanded agency policy and funding to promote
  purchase of reading materials, subscriptions, and
  enrollment in extra-curricular activities
• Staff, foster parents encouraged to address these
  issues in plans of care, and are reviewed in
  supervision
• The experience can have a very beneficial
  effect not only on services to children and youth
  in care, but as well on the organization as a
  whole.

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Conclusion and recommendations

• Interactive- must involve all of the affected
  stakeholders, must address the differing needs
  and agendas (researcher, program, funders,
  beneficiaries)
• Integrated why are we doing this? what is the
  call to action? How well defined are the issues
  to be addressed? Is this one-off or systems
  change? How does it fit with the needs, plans,
  priorities and goals?
• Managing change planning (time and resources),
  team work, champions, listening to critics,
  piloting, communicating, training and
  partnerships
• Complexity- dynamic environment, more lateral
  than linear, requiring flexibility, passionate
  commitment and sense of humour!

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Child Welfare League of Canada 1001 75 Albert
Street Ottawa, Ontario K2P 0K7 (613)
235-4412 www.cwlc.ca
Childhood decides J.P. Sartre
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