Implementing and Evaluating Manualized Interventions in U.S. Organizations Serving Youth with Foster Care Experience: Lessons Learned from the Field.
Saved in:
| Title: | Implementing and Evaluating Manualized Interventions in U.S. Organizations Serving Youth with Foster Care Experience: Lessons Learned from the Field. |
|---|---|
| Authors: | Salazar, Amy M.1 (AUTHOR) amy.salazar@wsu.edu, Spiers, Sara S.1 (AUTHOR), Thompson, Jenna1 (AUTHOR), Podsobinski, Jaidyanne1 (AUTHOR), Day, Maddy2 (AUTHOR) |
| Source: | Child & Adolescent Social Work Journal. Dec2025, Vol. 42 Issue 6, p765-781. 17p. |
| Subject Terms: | *Child welfare, *Curriculum, *Human services programs, *Qualitative research, *Interprofessional relations, *Social workers, *Undergraduate programs, *Foster home care, *Goal (Psychology), *Research, *Communication, *Adult education workshops, *Adolescence, Nonprofit organizations, Supervision of employees, Research funding, Executives, Evaluation of human services programs, Human research subjects, People of color, Mentoring, Email, Technology, Telecommunication, Budget, Data analysis software, Racial inequality, Time, Webinars |
| Geographic Terms: | United States |
| Abstract: | The goal of the current study is to glean lessons learned from the Fostering Higher Education (FHE) intervention evaluation study to provide concrete strategies for helping other youth-serving organizations overcome barriers to participating in manualized intervention implementation and evaluation. Specifically, this study assesses lessons learned in organizations that serve youth with foster care experience regarding (1) implementing FHE in relation to (a) site preparation, (b) implementation, and (c) pursuing racial equity in practice; and (2) participating in research/evaluation. This study involves qualitative analyses of surveys, emails, and meeting notes from FHE implementation staff, supervisors, administrative staff, and TA providers across three study sites in the United States. Surveys assessed lessons learned by site implementation staff during the FHE implementation and evaluation process, as well as quarterly assessments of the technical assistance for implementation and evaluation provided to FHE implementation sites by the research team. Emails and meeting notes provided insights into sites' implementation- and research/evaluation-related experiences and challenges as they were happening during the study. Communication/collaboration were key for the success of both implementation and evaluation of FHE, while training and technology were also key for implementation, and project timing and understanding the value of research were important for evaluation participation. Key themes regarding the pursuit of racial equity in FHE practice included the importance of collective learning, independent practice, and client-centered program delivery. A variety of recommendations for other youth-serving organizations interested in implementing and evaluating manualized interventions are provided based on the study's findings. [ABSTRACT FROM AUTHOR] |
| Copyright of Child & Adolescent Social Work Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The goal of the current study is to glean lessons learned from the Fostering Higher Education (FHE) intervention evaluation study to provide concrete strategies for helping other youth-serving organizations overcome barriers to participating in manualized intervention implementation and evaluation. Specifically, this study assesses lessons learned in organizations that serve youth with foster care experience regarding (1) implementing FHE in relation to (a) site preparation, (b) implementation, and (c) pursuing racial equity in practice; and (2) participating in research/evaluation. This study involves qualitative analyses of surveys, emails, and meeting notes from FHE implementation staff, supervisors, administrative staff, and TA providers across three study sites in the United States. Surveys assessed lessons learned by site implementation staff during the FHE implementation and evaluation process, as well as quarterly assessments of the technical assistance for implementation and evaluation provided to FHE implementation sites by the research team. Emails and meeting notes provided insights into sites' implementation- and research/evaluation-related experiences and challenges as they were happening during the study. Communication/collaboration were key for the success of both implementation and evaluation of FHE, while training and technology were also key for implementation, and project timing and understanding the value of research were important for evaluation participation. Key themes regarding the pursuit of racial equity in FHE practice included the importance of collective learning, independent practice, and client-centered program delivery. A variety of recommendations for other youth-serving organizations interested in implementing and evaluating manualized interventions are provided based on the study's findings. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07380151 |
| DOI: | 10.1007/s10560-024-00989-6 |
