Institutionalising science-based practices in children's services

Laura Hill, Louise Parker, Jenifer Mcguire, Rayna Sage

Research output: Contribution to journalReview article

1 Scopus citations

Abstract

Over the past 30 years, researchers have documented effective, theory-based programmes and practices that improve the health and well-being of children. In order to produce measurable improvements in public health, such practices must be institutionalised; however, there are a number of barriers to translating what we know from science to what we do in practice. In the present article, 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 programmes and practices; and inflexibility of standardised programmes and resulting insensitivity to local contexts. We discuss common ground between prevention and promotion perspectives and highlight emerging methods that facilitate the adoption of science-based practice into community-based services.

Original languageEnglish (US)
Pages (from-to)32-43
Number of pages12
JournalJournal of Children's Services
Volume3
Issue number4
DOIs
StatePublished - Jul 10 2008

Keywords

  • Dissemination
  • Evidence-based practice
  • Evidence-based programmes
  • Prevention
  • Translational research

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