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dc.creatorHill, Laura G
dc.creatorParker, Louise A
dc.creatorMcGuire, Jenifer K
dc.creatorSage, Rayna
dc.date.accessioned2010-07-26T16:53:37Z
dc.date.available2010-07-26T16:53:37Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/2376/2598
dc.description.abstractOver the past 30 years, researchers have documented effective, theory-based programs and practices that improve the health and wellbeing of children. In order to produce measurable improvements in public health, such practices must be institutionalized; however, there exist a number of barriers to translating what we know from science to what we do in practice. In the present paper, we discuss a number of those barriers, including cultural differences between those who espouse a public health, prevention science approach versus those who espouse a strengths-building, health promotion approach; practical difficulties in documenting the evidence base for existing or newly developed programs and practices; and inflexibility of standardized programs and resulting insensitivity to local contexts. We discuss common ground between prevention and promotion perspectives and highlight emerging methods that facilitate adoption of science-based practice into community-based services. Summary of policy and practice implications --Children's services will produce measurable improvements in public health only when science-based prevention practices are institutionalized on a large scale -- One barrier to institutionalization is the false dichotomy between prevention ("deficit"-oriented) and promotion ("strengths"-oriented) approaches. --In fact, the two approaches have more commonalities than differences; discussion of these commonalities may prove helpful in partnerships between researchers and practitioners -- Another barrier is the difficulty in documenting that programs are effective -- High-quality programming is characterized by theory-based planning, monitoring for continuous improvement of quality, and measurement of outcomes. Programming budget and resources should be dedicated to these activities. -- A third barrier is the inflexibility and cost of implementing packaged, evidence-based programs -- Flexible solutions are emerging that facilitate adoption of science-based practices, among them an approach called Evidence-Informed Program Improvement (Small, Cooney, & Connor, 2009) and the incorporation of "kernels" into existing services (Embry & Biglan, 2008)en_US
dc.description.sponsorshipPortions of this paper appeared originally in the Healthy living literature review of the 4-H Healthy Living mission mandate, National 4-H Headquarters, Cooperative State Research, Education and Extension Service of the United States Department of Agriculture (http://www.national4-hheadquarters.gov/about/4h_health.htm).en_US
dc.language.isoEnglish
dc.publisherPier Professional (Journal of Children's Services)en_US
dc.rightsIn copyright
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectEvidence-based practiceen_US
dc.subjectEvidence-based programsen_US
dc.subjectTranslational researchen_US
dc.subjectPreventionen_US
dc.subjectDisseminationen_US
dc.titleUnifying Prevention and Promotion for Effective Translation of Science to Practice
dc.typeText
dc.description.citationHill, L.G., Parker, L.A., McGuire, J.K., Sage, R.A. (2008). Institutionalising science-based practices in children's services. Journal of Children's Services 3, 32-45


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  • Hill, Laura G.
    This collection contains research by Laura Hill, chair of the Department of Human Development at Washington State University.

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