Girls in Child Protective Services: A Mixed Methods Exploration of Self-Perceptions, Interpersonal Connections, and Academic Resilience

Aim: The aim of the present study was to advance the understanding of academic resilience among girls in the care of child protective services. Using a developmental framework of resilience this research examined: the academic experiences of girls in care, the capacity of girls in care to form positive self- perceptions, as well as secure, supportive relationships, and the influence of self-perceptions and interpersonal connections on academic resilience. Method: A mixed methods design was used, where 44 adolescent girls in care completed interviews and questionnaires. Their caseworkers provided additional background information. Qualitatively, academic resilience was examined through girls' accounts of their educational experiences and their views of self and others in relation to their academic progress. Quantitative indicators of academic resilience included enrollment history, attendance, engagement, achievement, and progress through the standard curriculum. Analyses included an integration of qualitative and quantitative data. Results: A thematic analysis indicated that participants' accounts of their academic / career path fell along a spectrum. Five sub-themes capturing different sets of experiences were defined: diverted, stuck behind, catching up, on track, and succeeding. Resilience was interrelated with self-perceptions and interpersonal connections as participants described experiencing helplessness, dependence, self-reliance, or autonomy through connection. Quantitative findings indicated that participants views of their own academic progress were correlated with external indicators of academic progress. As predicted, higher self-esteem and more secure relational styles were also linked with academic resilience. A content analysis revealed that the presence of a more extensive support network, and the experience of autonomy in one's own academic / career path, were associated with multiple markers of academic resilience. Discussion: Findings from the present study reinforce the importance of using mixed methods designs when working with vulnerable populations. Findings suggest that conditions supporting resilience are optimized when the need to feel worthy and autonomous functions in harmony with the need to be connected to others who are supportive and safe. Strategic, developmentally grounded interventions promoting the development of adaptive self-perceptions and secure relationships within broader networks of caring individuals have the potential to mitigate poor educational outcomes and enhance the lives of girls in care

Building knowledge translation competency in a community-based hospital: a practice-informed curriculum for healthcare providers, researchers, and leadership

Abstract Background Enacting knowledge translation (KT) in healthcare settings is a complex process that requires organizational facilitation. In addition to addressing organizational-level barriers, targeting individual-level factors such as KT competencies are a necessary component of this aim. While literature on KT competency training is rapidly growing, there has been little exploration of the potential benefits of training initiatives delivered from an intra-organizational perspective. Addressing this gap, we developed the Knowledge Translation Facilitator Network (KTFN) to meet the KT needs of individuals expected to use and produce knowledge (e.g., healthcare providers, research staff, managers, family advisors) within an academic health sciences center. The aim of this study is to describe the development, implementation, and evaluation of the KTFN curriculum. Methods An educational framework was used to guide creation of the KTFN curriculum. Stakeholder interviews, a literature review of KT competency, and environmental scan of capacity building initiatives plus adult learning principles were combined with in-house experience of KT practitioners to inform content and delivery. An evaluation strategy consisting of pre/post-test curriculum and post-session satisfaction surveys, as well as post-curriculum interviews assessed impact on participant knowledge and skills and captured perceived value of KFTN. Results The curriculum has been delivered three times over 3 years, with 30 individuals trained, representing healthcare providers, graduate level research trainees, managers, and family advisors. Using the New World Kirkpatrick Model as an analysis framework, we found that the KTFN curriculum was highly valued and shifted learners’ perceptions of KT. Participants identified enhanced knowledge and skills that could be applied to different facets of their work; increased confidence in their ability to execute KT tasks; and intention to use the content in future projects. Barriers to future use included time to plan and conduct KT activities. Conclusion KTFN was developed to enhance KT competency among organizational members. This initiative shows promise as a highly valued training program that meets both individual and organizational KT needs and speaks to the importance of investing in tailored KT competency initiatives as an essential building block to support moving evidence into practice

Intimate Partner Violence Perpetrator Programmes

The “what works” approach to evidence based practice has emphasised the need for systematic reviews and meta-analyses to explore the effectiveness of correctional interventions; indeed, the most effective interventions and programmes incorporate the risk, need, responsivity principles (Andrews & Bonta, 2010; Prendergast, Pearson, Podus, Hamilton, & Greenwell, 2013) and this that do not may have no impact or even increase domestic violence (Welsh & Rocque, 2014). In this chapter we will explore current approaches to Intimate Partner Violence (IPV) perpetrator programmes and contrast these with the empirical evidence in terms of treatment need and treatment efficacy