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Article
Publication date: 16 March 2012

Graham Allen

The prominence of late intervention in service delivery culture contrasts with the depth of scientific evidence that demonstrates the advantage of intervening early to prevent the…

409

Abstract

Purpose

The prominence of late intervention in service delivery culture contrasts with the depth of scientific evidence that demonstrates the advantage of intervening early to prevent the development of social dysfunction and problems. The paper seeks to address this issue.

Design/methodology/approach

This paper draws on the author's experience as a leading UK politician advocating the greater use of evidence‐based early intervention approaches, including in two independent reviews to Government.

Findings

Early intervention programmes not only deliver better outcomes for children and families, but also yield substantial service savings and provide significant returns on investment. An Early Intervention Foundation, independent of government oversight, will respond to localised demand for evidence‐based interventions, and disseminate the body of science in a digestible and practical form.

Originality/value

The paper argues that the Early Intervention Foundation will lead a cultural shift towards localised, evidenced‐based services funded by evolving and innovative finance methods.

Article
Publication date: 1 June 2008

Alison Brabban and Mike Kelly

This study aimed to determine the level of training in psychosocial interventions among staff in the 119 early intervention in psychosis (EIP) teams that were established at the…

Abstract

This study aimed to determine the level of training in psychosocial interventions among staff in the 119 early intervention in psychosis (EIP) teams that were established at the time. A brief questionnaire was sent to each of the teams asking for details of the composition of the team, and for details of any training in psychosocial interventions (PSI) the members of the team had undergone. Fifty‐two questionnaires were returned (44%). Over half of the teams had input from social workers, clinical psychologists and occupational therapists to compliment the nursing provision, though less than 50% employed support workers or had specific psychiatry input. All but two of the teams returning the questionnaire had members of staff trained in PSI though the type of training tended to reflect availability of local training provision. The results are discussed and practical recommendations are made to ensure evidencebased care is implemented within EIP.

Details

The Journal of Mental Health Training, Education and Practice, vol. 3 no. 2
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 1 October 2006

Arnaud Chevalier, Claire Finn, Colm Harmon and James Heckman

This article illustrates the key findings from the economics literature on education investment, in particular the findings focused on early child investment. The article shows…

336

Abstract

This article illustrates the key findings from the economics literature on education investment, in particular the findings focused on early child investment. The article shows the impact of early investment, particularly evidence from experimental programmes on later life outcomes such as labour market performance and societal position. It demonstrates how investment in children is both an important investment for the child but also an important tool for economic and social policy.

Details

Journal of Children's Services, vol. 1 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Abstract

Details

Journal of Children's Services, vol. 5 no. 1
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 12 June 2020

Angeliki Kallitsoglou

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the…

Abstract

Purpose

Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.

Design/methodology/approach

The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.

Findings

According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.

Originality/value

This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.

Details

Journal of Children's Services, vol. 15 no. 2
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 8 March 2013

Nan S. Langowitz, I. Elaine Allen and Mary Godwyn

Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences…

1408

Abstract

Purpose

Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early‐career success with a particular focus on whether educational intervention might mediate any potential differences.

Design/methodology/approach

Survey data for recent business college alumni were analyzed using descriptive techniques, linear regression and logistic modeling; the response rate was 25 percent and all data were self‐reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early‐career progress regardless of gender.

Findings

Differences are apparent out of the starting gate for women in early‐career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self‐reported data and a modest response rate.

Practical implications

The findings of this study highlight the importance that integrated leadership development programs may play in supporting women's early‐career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students' development may enhance their early‐career outcomes.

Originality/value

By focusing on early‐career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid‐career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.

Details

Gender in Management: An International Journal, vol. 28 no. 2
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 10 July 2020

Christi L. Gullion and William R. King

The purpose of this paper is to provide a comprehensive literature review of prior empirical studies that have examined early intervention (EI) systems or programs in policing.

Abstract

Purpose

The purpose of this paper is to provide a comprehensive literature review of prior empirical studies that have examined early intervention (EI) systems or programs in policing.

Design/methodology/approach

A systematic literature search of various government and academic databases (e.g. Emerald, Google Scholar, National Criminal Justice Reference Service (NCJRS), Sage, Taylor & Francis and Wiley) was conducted.

Findings

This systematic review identified eight EI studies that matched the selection criteria. Of these, two are multiagency studies and six are individual agency studies. Findings across studies are generally positive but overall relatively inconsistent with regard to EI systems' effectiveness.

Practical implications

Police agencies benefit in identifying and addressing at-risk officers to ensure police accountability and officer safety, health and wellness. This research is invaluable for optimizing how EI systems can use agency data for such predictions.

Originality/value

This state-of-the-art review on EI systems in policing is the first of its kind. EI systems have been implemented by many police agencies, yet a limited number of empirical studies have been conducted. This systematic review will be useful for researchers who wish to further explore how EI systems are utilized and whether EI systems are successful/effective.

Details

Policing: An International Journal, vol. 43 no. 4
Type: Research Article
ISSN: 1363-951X

Keywords

Open Access
Article
Publication date: 13 November 2018

Monrudee Chokprajakchad, Rutja Phuphaibul and Renee Evangeline Sieving

Adolescent pregnancy and sexually transmitted infections including HIV are important public health issues in many countries around the world. The trend is escalating among…

3307

Abstract

Purpose

Adolescent pregnancy and sexually transmitted infections including HIV are important public health issues in many countries around the world. The trend is escalating among adolescents of younger ages. Many programmes aim to prevent adolescent sexual risk behaviours associated with these health outcomes. The purpose of this paper is to describe and analyse methodological and substantive features of research on interventions to delay the initiation of sexual intercourse and prevent other sexual risk behaviours among early adolescents.

Design/methodology/approach

The review includes studies published between 2006 and 2017 that appear in Thai and international databases.

Findings

A total of 33 studies met specified review criteria. Of the studies reviewed, 14 used randomized control designs, 16 used quasi-experimental designs and three used a pre-test, post-test design. Sample sizes ranged from 64 to 4,776 subjects; nearly two-thirds of the studies (n = 22) included multiple follow-up surveys. The programmes evaluated in these studies can be grouped into three categories: abstinence-based sexuality education programmes (n = 12), comprehensive sexuality education programmes (n = 13) and youth development programmes designed for early adolescents (n = 10). In total, 22 programmes reviewed were effective in changing targeted adolescent psychosocial and/or behavioural outcomes.

Research limitations/implications

One of the limitations encountered in this study involved the search in library databases published only in Thai and English. Due to the limitation of searching library databases included in the review that reported the effects and differences among the included studies. Moreover, the search included publications consisted of heterogeneous designs and purpose with reports of different types of outcomes made it impossible to compare effect sizes.

Practical implications

The knowledge gained can be used to design and implement effective sexual health promotion programmes for early adolescents. Moreover, the findings can be applied as a guideline for health provider working in a schools, communities and adolescent health services. Recommendations for future studies are needed to consider methodological and substantive characteristics as well as the people who are involved in youth sexual health outcomes.

Social implications

It is necessary for government to develop a policy for encouraging parents to be aware and participate in solving the problems.

Originality/value

The review indicated that the positive effects of parental involvement and technology media as a programme material on the psychosocial and behavioural outcomes.

Details

Journal of Health Research, vol. 32 no. 6
Type: Research Article
ISSN: 2586-940X

Keywords

Article
Publication date: 10 June 2014

Leah Salter and Jessica Williams

The purpose of this paper is to examine the long-term outcomes for 15 young people on a range of indicators including school success, involvement with other agencies and the…

Abstract

Purpose

The purpose of this paper is to examine the long-term outcomes for 15 young people on a range of indicators including school success, involvement with other agencies and the perceived effectiveness by the family.

Design/methodology/approach

Semi-structured telephone interviews were used to gather a range of both quantitative and qualitative data. Interviews were with a parent of the referred child (n=15).

Findings

In all, 87 per cent of care-givers interviewed rated the service they had received as helpful 85 per cent reported these changes to be maintained at the three year follow-up. Rate of school exclusion was only 7 per cent and 0 per cent of families went on to have involvement with statutory social services or the youth justice system.

Research limitations/implications

This is a small-scale study offering a small sample (n=15) of families previously referred to this Family Intervention Team, at a three-year post-intervention period. More routine longitudinal information needs to be gathered for a more robust indication on long-term outcomes.

Practical implications

The impact this study will have on the team involved will be in its recommendations for further long-term outcome studies; but also in feeding back to the service the significant key messages from those interviewed.

Social implications

Contributing to a wider understanding of the long-term benefits of early intervention.

Originality/value

This paper offers some new though small statistical data in the growing pool of statistics that are indicating positive outcomes for early intervention and family intervention projects.

Details

Journal of Public Mental Health, vol. 13 no. 2
Type: Research Article
ISSN: 1746-5729

Keywords

Article
Publication date: 18 December 2017

Keith Goldstein, Angela Vatalaro and Gad Yair

The purpose of this paper is to refute See and Gorard’s paper published in this journal in 2015 which argues that parent-based interventions for school readiness are ineffective.

Abstract

Purpose

The purpose of this paper is to refute See and Gorard’s paper published in this journal in 2015 which argues that parent-based interventions for school readiness are ineffective.

Design/methodology/approach

Methods and results from 107 studies that were cited in See and Gorard (2015a) and associated reports were reviewed. Evaluations were made based on comparing the original studies with the summaries of those studies in the publication.

Findings

In this rebuttal, the authors show how See and Gorard erred to correctly report methods, sample sizes, outcomes measured, and the actual results of prior research.

Practical implications

The authors suggest that See and Gorard do not provide solid evidence within their article to back up their claims about parent intervention programs. This rigorous review of See and Gorard’s primary sources reveals that the empirical evidence stands contrary to the claims being made. See and Gorard inaccurately reviewed publications which contradict their conclusions, and they relied on a vast amount of unpublished papers by students to support their claims.

Originality/value

The authors demonstrate how See and Gorard misapplied their own standards of evaluation; the authors claim that their source materials contradict the “finding” they purport to present; and the authors argue that they chose lesser known studies when more reputable ones were available.

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