Evidence‐Informed Program Improvement: Using Principles of Effectiveness to Enhance the Quality and Impact of Family‐Based Prevention Programs

Abstract

In recent years, federal, state, and local governments and other funding organizations have increased pressure for greater effectiveness and accountability of prevention programs, including those oriented toward families. This rising demand for program accountability has fueled a growing interest in evidence‐based programs. Drawing on what is known about evidence‐based prevention programs, we discuss some common principles of effective programs and present a process for how practitioners can use these principles to improve the quality and impact of existing family programs. We term this approach evidence‐informed program improvement.

Use of Evidence in the Implementation of Social Programs: A Qualitative Study from Chile

“…It could be argued that there are many advantages identified in the literature that support the benefits of using an EBP perspective. For example, it may help to maintain funding as there is a perception that programs have demonstrated positive outcomes (Gray, Joy, Plath, & Webb, 2013;Small et al, 2009). Thus in a context of important lack of resources, reference to current research evidence suggests it to be irrelevant for day-to-day praxis.…”

“…Many researchers have shown the beneficial aspects of progress in EBP. For example, accountability for results (Gambrill, 2006;Morago, 2004) can help to maintain funding (Bellamy et al, 2006;Small et al, 2009); social interventions that are based on concrete, tangible, and measurable outcomes and not opinion (Gray et al, 2009;Rubin, 2007;Sundell et al, 2009) or experience of professionals (Gambrill, 2003;Gilgun, 2005;Powell, 2003;Upshur & Tracy, 2004); and using reliable information to determine which interventions are most effective (Otto et al, 2009;Soydan, 2010) to help develop an informed client participant (Ruth & Matusitz, 2013).…”

“…They can help to maintain funding as there is a perception that the programs have demonstrated positive outcomes that are cost effective, allowing struggling agencies to put their limited resources into kit programs that often come with staff training and information technology support (Bellamy, Bledsoe, & Traube, 2006;Small, Cooney, & O'Connor, 2009). EBP encourages researchers to seek a diversity of topics and disciplines (e.g., through randomized controlled trials) while encouraging the practitioner to evaluate the utility of a large collection of knowledge to assist in making decisions (Otto, Polutta, & Ziegler, 2009).…”

Efecto de una intervención de promoción de la parentalidad positiva sobre el estrés parental

“…El diseño experimental con dos grupos y con aleatorización de participantes es considerado el más robusto para confirmar que los cambios en la población son atribuibles a la intervención, y por tanto esta es eficaz (38). No se empleó grupo control por la dificultad de conformar un número suficiente de padres/madres en lista de espera, así como de aceptar que una persona no se pudiera beneficiar de la intervención en el momento en que mostraba mayor interés para el cambio.…”

Evaluation of an experiential program for parents: Educators as agents of change

“…Small et al (2009) consideran claves las habilidades interpersonales y, en la misma línea, Klimes-Dougan et al (2009) señalan que estas destrezas son más importantes incluso que la experiencia en la aplicación del programa. Igualmente, los formadores deben saber generar un clima de confianza agradable, deben ser capaces de mantener la atención y la cohesión grupal, deben manejar los grupos, deben saber trabajar en equipo, deben mostrar empatía e inteligencia emocional (Amer y Vives, 2013;Cataldo, 1991;Triana y Rodrigo, 2010).…”