What happens to research after it leaves home'''and why

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What happens to research after it leaves
home...and why!
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Tough is not enough whats the point?
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• The little book that left home and made good...
• Widely read in New Zealand
• Used in Australia
• Often quoted
• Went out of print
• Translated into Portuguese!
• Used to design programmes
• Policy makers use it

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Tough is still not enough

• Why is Tough used so much? What made it work?

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Executive summary

• Plain English
• Snappy
• Punchy
• List of principles with explanations
• Made sense e.g. The worst cases need the most
  attention

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Overall style

• Conversational , chatty
• Made sense
• One idea per sentence
• Emotive language there is hope
• Lots of headings
• Every day language -
• jargon free zone! (well maybe not completely)
• Not dumbed down
• Very positive

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Principle based

• THERE IS HOPE OFFENDING BY YOUNG PEOPLE CAN BE
  REDUCED
• The first step in doing this is knowing which
  young people need the most input and how much
  input they need in order to come right. Here the
  rule is
• THE WORST CASES NEED THE MOST ATTENTION
• This has not changed. The highest risk kids,
  those most at risk of chronic and violent
  offending, do best when they get the most help.
  This is because they have many problems that go
  back many years. It takes a lot of input to make
  a difference with these young people. But when
  they get the right services they do very well.
  Children from multiple problem backgrounds also
  do well when they and their caregivers receive
  intensive services that do the things that really
  lead to change.

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Lots of lists and summaries

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• Programme needs for children
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• Individual
• lack of problem solving skills
• poor social skills, particularly how to manage
  relationships with other kids
• poor ability to think, reason and learn
• a low level of skills for setting goals.
•  
• Family/ whanau/ aiga
• skills in encouraging play by their child which
  the child, rather than the parent, directs, while
  paying attention to the child, possibly joining
  in, or helping the child solve problems or learn
  skills while playing
• recognising when their child is using problem
  solving skills and rewarding this by using praise
  and other incentives
•    
•  

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Focus on four cornerstones

• Family/whanau/ aiga
• Peer group
• School
• Neighbourhood/ community

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Practical application

• Came as a surprise
• People lifted sections out to use in programmes
• Feedback that it was of practical use
• Lists and summaries helped this