BPS Division of Educational and Child
Psychology Conference 2011
Understanding how
successful interventions work:
Psychologically enriched
evaluation
Dr Seán Cameron
Independent
variable
One hour extra
TV viewing at
age 30 months
Mediating variable
?
Dependent
variable
Children’s
achievement
in maths
reduced;
classroom
engagement
(reduced)
and risk of
being bullied
or becoming
friendless
(increased).
Independent
variable
One hour extra
TV viewing at
age 30 months
(Fisher et al.,
2005)
Mediating variable
Fast- moving
high colour
images effect
concentration
and/ or less
time to acquire
social
interaction
skills,
Dependent
variable
Children’s
achievement
in maths
reduced;
classroom
engagement
(reduced)
and risk of
being bullied
or becoming
friendless
(increased).
The symbiotic relationship between reflective practice and empirical evidence
• Without empirical evidence practice cannot…
– Resolve competing approaches
– Generate cumulative knowledge
– Avoid fad, fancy and personal bias
• Without professional wisdom (reflective practice) practice cannot…
– Adapt to local circumstances
– Operate intelligently in the many areas in which research evidence is absent or incomplete
28/01/2011
… while there is a core of applied science and research, on which practitioners can draw, the process by which this core can be deployed is akin to a type of ‘professional artistry’.
Reference sources: Schon, D. (1987) Educating the Reflective Practitioner. San Francisco,: Jossey Bass.
Lymbery, M E F (2003) Negotiating the contradictions between competence and creativity in social work. Journal of Social Work, 3 (1), 99‐
117.
What is implementation fidelity?
Fidelity may be referred to as the degree to which intervention delivery adheres to the original intervention protocol
Acceptable adaptations • Changing language.
• Replacing images.
• Replacing cultural references.
• Modifying some aspects of activities (e.g. physical contact).
• Adding in evidence based content to make programme more appealing to participants.
Reference: O’Connor, C, Small, S A and Cooney, S M (2007). Programme fidelity and adaptation: meeting local needs without compromising programme effectiveness. Research to Practice Series. Issue 4. Downloadable from www.uwex.edu/ces/flp/families/what works .cfm
Unacceptable adaptations • Reducing the number or lengths of sessions.
• Lowering the level of participant engagement.
• Eliminating key components.
• Removing topics.
• Changing the theoretical approach
• Using untrained staff.
• Using fewer staff members than recommended.
Reference: O’Connor, Small, and Cooney, (2007). Competence and Creativity in Professional Practice
UNPREDICTABLE
COMPETENCE
CREATIVITY
PREDICTABLE
Matching Professional Training to Practice
UNPREDICTABLE
Continuing Professional Development
COMPETENCE
CREATIVITY
Initial Professional Training
PREDICTABLE
Adapted from: Lymbery, M.E.F., Negotiating the contradictions between competence and creativity in Social Work Education. Journal of Social Work, 3 (1), 99 – 117.
Additional references:
Hannon, C. , Wood, C. and Bazalgette, L. (2010) In Loco Parentis. London: DEMOS.
Fisher, P. A. , Burraston, B. and Pears, K. (2005) The Early Intervention Foster Care Program: Permanent placement outcomes from a randomized trial. Child Maltreatment 10 , pp. 61‐71.
Pagani, L S, Fitzpatrick,, C, Barnett, T A and Dubow, E . Prospective Associations Between Early Childhood Television Exposure and Academic, Psychosocial, and Physical Well‐being by Middle Childhood. Archives of Pediatrics and Adolescent Medicine, 2010; 164 (5): 425 DOI: 10.1001/archpediatrics.2010.50