Article

Supporting Implementation: The Role of Community Development Teams to Build Infrastructure

Center for Research to Practice, 12 Shelton McMurphey Blvd, Eugene, OR, 97401, USA, .
American Journal of Community Psychology (Impact Factor: 1.74). 03/2012; 50(3-4). DOI: 10.1007/s10464-012-9503-0
Source: PubMed

ABSTRACT Evidence-based methods for assisting consumers, such as counties, in successfully implementing practices are lacking in the field of implementation science. To fill this gap, the Community Development Teams (CDT) approach was developed to assist counties in developing peer networks focused on problem-solving and resource sharing to enhance their possibility of successful implementation. The CDT is an interactive, solution-focused approach that shares many elements of the Interactive Systems Framework (ISF) for Dissemination and Implementation. An ongoing randomized implementation trial of Multidimensional Treatment Foster Care (MTFC) was designed to test the hypothesis that such interactive implementation methods are more successful at helping counties achieve successful and sustainable MTFC programs than standard individualized implementation methods. Using the Stages of Implementation Completion measure, developed for this study, the potential benefit of these interactive methods is examined at different stages of the implementation process ranging from initial engagement to program competency.

Download full-text

Full-text

Available from: Patricia Chamberlain, Aug 26, 2015
0 Followers
 · 
102 Views
  • Source
    • "After preliminary exploratory interviews with one or more agencies, six agencies were selected to participate in this project (one school serving a large urban area had sufficient resources to work with two agencies). The mutual decision to proceed with the agency was based on the agency's commitment to: (a) Implementation Team formation (C. H. Brown et al., 2014; Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010; Saldana & Chamberlain, 2012); (b) Integration of the NIRN Active Implementation Framework; and (c) Identification of one EBTT that was a good fit for their client population and the staff. RESEARCH QUESTIONS The research methodology reflects an interest in the process of applying the implementation science model to answer the following questions: (1) How does the proposed conceptual framework and organizational readiness assessment contribute to informing and designing next steps to assist agencies in engaging in stagebased implementation processes? "
    [Show abstract] [Hide abstract]
    ABSTRACT: Through this article the authors describe how schools of social work offering a child and adolescent trauma specialization actively partnered with their community-based field placement agencies to achieve a dual purpose: help agencies sustain the capacity for evidence-based trauma treatment (EBTT) and provide sufficient EBTT MSW student field placement sites that support preparation of trauma-informed practitioners by schools of social work. Development and description of the specific conceptual framework used to inform the trauma-informed organizational change initiative is described. Results of an Organizational Readiness assessment undertaken at six agencies reflect a strong alignment between implementation drivers identified in the literature (Fixsen, Blase, Naoom, & Wallace, 2009) and the conceptual framework. The manner in which these results are being used by schools of social work and their agency partners in sustaining the implementation of evidence-based trauma treatment is reviewed, and implications for future research, education, and practice is discussed.
    06/2015; DOI:10.1080/23761407.2015.1014124
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The need for new ways to bridge the gap between research and practice is clear; the use of evidence-based prevention programs and implementation with fidelity in practice are strikingly limited. The Interactive Systems Framework for Dissemination and Implementation (ISF) was created to help bridge research and practice by specifying the systems and processes required to support dissemination and implementation of evidence-based programs, processes, practices, and policies. The ISF identifies three key systems necessary for this process which include the Synthesis and Translation System, the Support System, and the Delivery System. The ISF was featured in a special issue of the American Journal of Community Psychology in 2008. This special issue extends that work by including both researchers who have applied an ISF lens to aspects of their current work and researchers who have proactively applied the ISF in a process that goes across the various systems of the ISF, i.e., Synthesis and Translation, Support, and Delivery. Content areas include: children's mental health, teen pregnancy prevention, HIV prevention, violence prevention, heart disease and stroke prevention, breast cancer prevention, and substance abuse prevention. In this introductory article, we provide a brief description of the history of the ISF and a summary of the articles in the special issue.
    American Journal of Community Psychology 08/2012; 50(3-4). DOI:10.1007/s10464-012-9545-3 · 1.74 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: There is great interest in the dissemination and implementation of evidence-based treatments and practices for children across schools and community mental health settings. A growing body of literature suggests that the use of one-time workshops as a training tool is ineffective in influencing therapist behavior and patient outcomes and that ongoing expert consultation and coaching is critical to actual uptake and quality implementation. Yet, we have very limited understanding of how expert consultation fits into the larger implementation support system, or the most effective consultation strategies. This commentary reviews the literature on consultation in child mental health, and proposes a set of core consultation functions, processes, and outcomes that should be further studied in the implementation of evidence-based practices for children.
    Administration and Policy in Mental Health and Mental Health Services Research 05/2013; 40(6). DOI:10.1007/s10488-013-0502-8 · 3.44 Impact Factor
Show more