Transcript Slide 1

Application of GTO to
Implementation (Including
Training) and Evaluation of a Child
Welfare Practice Model
Anita P. Barbee, MSSW, Ph.D.
University of Louisville
[email protected]
Other Colleagues that Contribute to
this Work
•
•
•
•
•
Dana Christensen, Ph.D.
Becky Antle, MSSW, Ph.D.
Riaan van Zyl, Ph.D.
Abe Wandersman, Ph.D.
Katherine Cahn, MSW, Ph.D.
Implementation of Casework Practice
Models
• Many state child welfare agencies are
adopting or creating casework practice models
• The purpose is to shape the thinking and
behavior of front line child welfare workers in
order to improve safety, permanency and
well-being.
• This is a huge implementation undertaking
and a good one with which to apply the GTO
model and EBSIS.
Past Experience
• Most states rely primarily on training to execute a
practice model.
• We conducted a number of studies on the impact
of training SBC to supervisors and their teams on
reactions, learning, transfer and outcomes.
• Thus, we found that training can have an impact
on practice and outcomes, particularly with
reinforcement (TA).
• But, while training is a necessary activity in
implementing a practice model it is not sufficient
Accountability Questions
Relevant Literatures
1. What are the underlying needs and conditions that must
be addressed? (NEEDS/RESOURCES)
1. Needs/Resource Assessment
2. What are the goals, target population, and objectives?
(i.e., desired outcomes)? (GOALS)
2. Goal Setting
3. What science (evidence) based models and best practice
programs can be used in reaching the goals (BEST
PRACTICE)?
3. Consult Literature on Science Based and
Best Practice Programs
4. What actions need to be taken so the selected program
“fits” the community context? (FIT)
4. Feedback on Comprehensiveness and Fit of
Program
5. What organizational capacities are needed to implement
the program? (CAPACITIES)
5. Assessment of Organizational Capacities
6. What is the plan for this program (PLAN)
6. Planning
7. Is the program being implemented with quality
(PROCESS)
7. Process evaluation
8. How well is the program working? (OUTCOME
EVALUATION)
8. Outcome and Impact Evaluation
9. How will continuous quality improvement strategies be
included? (IMPROVE)
9. Total Quality Management; Continuous
Quality Improvement
10. If the program is successful, how will it be sustained?
(SUSTAIN)
10. Sustainability and Institutionalization
GTO as a Painter’s Palette
#3
Best
Practices
#2
Goals
#1
Needs/
Resources
#4
Fit
#5
Capacities
RESULTS
#6
Plan
#10
Sustain
#9
Improve/
CQI
#7
Implementation
#8
Process
Outcome
Evaluation
Evaluation
Kentucky Example
• Early in the development of SBC agency leadership
determined that there was a need for a unifying model
from which to practice child welfare, goals were set, a
model was developed based on best practices and fit
to meet the needs of Kentucky clients.
• The biggest facilitator of the adoption of the SBC
practice model was developing capacities- of tools to
execute the practice model, policies to support the
practice model, including the model in the SACWIS
system, and extensive training and coaching (TA) of
managers and supervisors as well as workers in the
model (Three of the Supports needed for
Implementation: Tools, Training, TA)
• Furthermore, process and outcome evaluations were
conducted as the model rolled out and as supervisors
and their teams were trained and then 33 items of the
CQI case review tool measured adherence to the SBC
model (4th support).
• All of these supports helped sustain the model through
the first administration (8 years) and into the second (4
years). By the third administration, however,
adherence had dropped to 30%.
• However, adherence led to successful completion of all
CFSR measures of safety, permanency and well-being.
Support System Model
Training
To
Achieve
Desired
Outcomes
Current
Level of
Capacity
+
Tool
Innovation
QI/QA
TA
=
Actual
Outcomes
Achieved
TOWARD AN EVIDENCE BASED SYSTEM
FOR INNOVATION SUPPORT (EBSIS)
Tools +
To
Achieve
Desired
Outcomes
Current
Level of
Capacity
+
Training +
GTO Steps: (1) Needs & Resources; (2)
Goals & Desired Outcomes; (3)
Science-based practices; (4) Fit; (5)
Capacity ; (6) Plan; (7)
Implementation & Process
Evaluation; (8) Outcome evaluation;
(9) Continuous Quality Improvement;
and (10) Sustainability
QI/QA +
TA +
=
Actual
Outcomes
Achieved
Levels & Accountability
Accountability Question
Children’s
Bureau
State
Region
Supervisors
Workers
1. NEEDS/ RESOURCES
Funding
Funding
Leadership
More hired and
getting MSWs
More hired, pay
increased,
PCWCP
2. GOALS
Laws, PIP
SP, PIP, CD
SP, PIP
Help define goals
Help define
3. EVIDENCE-BASED
PRACTICES
Family Centered,
Strengths Based..
Funded
development
Piloted
Helped develop,
piloted, first trained
Gave feedback
4. FIT
CB T/TA
Network can help
states
Since we
created it fit
Slight
variations
across state
Provided leadership
Helped in pilot
5. CAPACITY
Systemic factors
Assess
readiness to
change,
infrastructure
Share good
news as
spread across
Regions
Change agents,
champions of
change
Change agents,
champions of
change, EBP
readiness
6. PLAN
PIP, Community
partners
Training Plan
Support Plan
Leaders,
coaches, pilot
Train early and then
with workers, coach
Train veteran then
new workers
7. IMPLEMENTATION
CQI, Fidelity
Change policy,
tech, tools
Ensure
fidelity
Track data to assure
fidelity in practice
Hold accountable,
give support
8. OUTCOME
EVALUATION
Funding
Include eval in
train contract
Exp vs
Comparison
Sup training
evaluated
Examined Sup
worker perform
9. CQI
CFSR processes,
outcomes and
systemic factors
CQI tool
included 33
SBC items
CQI
specialists,
CQI teams
Conduct CQI case
reviews, on CQI
teams
On CQI teams
10. SUSTAINABILITY
CFSR keeps
coming, Funding
Build deep
bench
Engage
community
Refreshers,
coaching consults
New worker
training, tools
REFERENCES
• Martin, M. H., Barbee, A. P., Antle, B., & Sar, B. (2002).
Expedited permanency planning: Evaluation of the
Kentucky Adoptions Opportunities Project (KAOP). Child
Welfare: Special Issue on Permanency Planning, 81, 203224.
• Barbee, A. P., Antle, B. F., & Martin, M. (2003). SupervisorTeam Training: Issues in Evaluation (pp. 136-137). B
Johnson, K. Keitzman & K. Ringuette (Eds.). Proceedings
of the Fifth Annual National Human Services Training
Evaluation Symposium: 2002. Berkeley, CA: CalSWEC.
• Antle, B. F., Christensen, D., Barbee, A. P., Martin, M. (2008).
Solution-based casework: A paradigm shift to effective,
strengths-based practice for child protection. Special
Issue on Evidence Based Practice. Journal of Public Child
Welfare, 2, 197-227.
• Antle, B. F., Barbee, A. P., van Zyl, M. A. (2008). A
Comprehensive Model for Child Welfare Training
Evaluation. Children and Youth Services Review, 9, 10631080.
• Antle, B.A., Barbee, A.P., Sullivan, D.J., & Christensen, D.
(2009). The Prevention of Child Maltreatment Recidivism
through the Solution-Based Casework Model of Child
Welfare Practice. Children and Youth Services Review
31,1346-1351.
• Antle, B. F., Sullivan, D. J., Barbee, A. P., Christensen, D. N.
(2010). The Effects of Training Methodology on Training
Transfer. Child Welfare.
• van Zyl, M. A., Antle, B. F. & Barbee, A. P. (2010).
Organizational change in child welfare agencies. In S.
Fogel, M. Roberts-DeGennero (Eds). Empirically
Supported Interventions for Community and
Organizational Change. New York: Lyceum Books.
• Barbee, A. P., Christensen, D., Antle, B., Wandersman, A., Cahn,
K. (2011). System, organizational, team and individual
changes that need to accompany adoption and
implementation of a comprehensive practice model into
a public child welfare agency. Children and Youth
Services Review, 33, 622-633.
• Antle, B.F., Christensen, D.N., van Zyl, M.A., & Barbee, A.P. (in
press). The Impact of the Solution Based Casework
(SBC) Practice Model on Federal Outcomes in Public
Child Welfare. Child Abuse and Neglect.
• Barbee, A. P., & Liz Winter (in press). Skill Based Training and
Transfer of Learning. In H. Cahalane (Ed). Clinical Social
Work Practice. Springer.