Take Two - Third Evaluation Report More than Words ... - Berry Street

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Figure 33. Baseline data: Percentage of children in clinical range on each scale in TSCYC (N=90) 122 Figure 34. Proportion of people listed as most important in each area in the child’s life (N=77 baseline social network grids) 126 Figure 35. Representation of a 10-year-old girl’s network of relationships 127 Figure 36. Representation of an 11-year-old boy’s network of relationships 127 Figure 37. Representation of a 14-year-old boy’s network of relationships 128 Figure 38. Representation of an 8-year-old girl’s network of relationships 130 Figure 39. Percentage of each respondent type to the stakeholder survey (N=266) 134 Figure 40. How would you rate the overall service received from Take Two according to the stakeholder survey (N=262) 135 Figure 41. Percentage of responses to statement ‘I liked the service given by Take Two’ by type of stakeholder (N=254) 136 Figure 42. Percentage of responses to statement ‘I found the people at Take Two understanding’ by type of stakeholder (N=255) 136 Figure 43. Percentage of responses to statement ‘I felt included by Take Two’ by type of stakeholder (N=248) 137 Figure 44. Percentage of responses to statement ‘It was easy for the child to get the service’ by type of stakeholder (N=220) 137 Figure 45. Percentage of responses to statement ‘Take Two staff spoke with the child in a way they understood’ by type of stakeholder (N=220) 138 Figure 46. Percentage of responses to statement ‘Take Two respected the child’s culture’ by type of stakeholder (N=216) 138 Figure 47. Percentage of responses to statement ‘The child is better at handling daily life’ by type of stakeholder (N=240) 139 Figure 48. Percentage of responses to statement ‘The child gets along better with family’ by type of stakeholder (N=239) 140 Figure 49. Percentage of responses to statement ‘The child gets along better with friends’ by type of stakeholder (N=242) 140 Figure 50. Percentage of responses to statement ‘The child is doing better at school’ by type of stakeholder (N=223) 141 Figure 51. Percentage of responses to statement ‘The child is better able to cope when things go wrong’ by type of stakeholder (N=242) 141 xvi Frederico, Jackson, & Black (2010) “More than Words” – Take Two Third Evaluation Report, La Trobe University, Bundoora, Australia
Foreword In my Foreword to the rst in this series of three program evaluations I spoke of the intention of Take Two: to offer opportunities for healing to those children who currently suffer the consequences of abuse or neglect. This evaluation, the third of three, reports on the rst ve years of Take Two operation (2004—2008). I like the way this report concludes by speaking of a journey: to continuously strive towards the ultimate aim of effectively responding to the needs of traumatised infants, children and young people for safety, sustained relationships, recovery from trauma, positive participation in their social world and growth. We are still on that journey, and the ve years of intervening learning has helped us to greatly re ne our understanding of healing in relation to child trauma. In answer to the question as to whether or not we are achieving our aims lies within this program evaluation — I encourage you to read our story, as it is recounted so effectively and so comprehensively by the research team. I have had the pleasure of leading Take Two through its formative years. I believe the research team has captured the essence of Take Two as they have examined our work from so many angles. This report refers to the centrality of ‘respectful relationships’; in our program design and in our clinical practice. This report refers to the ‘fractured and complex family lives’ of so many of the children we work with, and the way we try to contribute healing to those lives both through direct therapeutic relationship with each child and through helping others provide ‘multiple therapeutic moments’ in each child’s day-to-day life. By providing carefully documented program description, and by describing the very active ways we ‘manage our knowledge’ via research, information management, practice development and training, I hope we are demonstrating a clinical practice that is informed by evidence and a transparent program logic. Not many large-scale psychotherapeutic intervention programs are evaluated in such a multi-faceted and sustained way. Frederico, Jackson, & Black (2010) “More than Words” – Take Two Third Evaluation Report, La Trobe University, Bundoora, Australia From my perspective, all those dedicated people who have contributed to Take Two have created a program that succeeds because children are demonstrably better for their efforts, because many of the most disadvantaged children in Victoria receive services of quality that is benchmarked against the best child trauma work in the world and because these services are delivered in ways that elicit high degrees of satisfaction from clients and other stakeholders. Take Two succeeds because it meets its contractual requirements, effectively embeds a health program in a children’s welfare agency, supports program quality through active and stable partnership-for-governance, works closely with child protection to identify children who could most bene t from a trauma service, works closely with care teams to deliver healing that is effective and sustained and does all this within frameworks of health-system quality audits, reliable data gathering and reporting and careful research scrutiny. Despite its scale and its ambitions, Take Two still has capacity to subtly differentiate the trauma and attachment experiences of Aboriginal children in comparison with non-Indigenous children, and respond with a community-based intervention for Aboriginal people as eloquent and as effective as the Yarning up on Trauma initiative. Many people deserve tribute for this accomplishment. Take Two has been blessed with quite a stable workforce, and many highly skilled and highly dedicated professionals have served with the program since its inception. Other ne people have joined us for a while, and contributed mightily. The leadership of the research team, through La Trobe University, has worked closely together to complete all three stages of this program evaluation. I take this opportunity to again congratulate the principal authors of this report, Margarita Frederico, Annette Jackson and Carly Black, on their achievement. Many others have participated in the research team over the years, and I am pleased we can read an honour board of names in each of the Acknowledgements sections of the three reports. For whatever your contribution — as a clinical worker, a knowledge worker or a program supporter — I thank you most sincerely for your contribution to the rst ve years of the Take Two program. Ric Pawsey (Director, Take Two) xvii
Page 1 and 2: School of Social Work and Social Po
Page 3 and 4: This report is dedicated to the mem
Page 5 and 6: “These bitter sorrows of childhoo
Page 7 and 8: Acknowledgements As the last in a s
Page 9 and 10: The Evaluators The contracted agenc
Page 11 and 12: Table of Contents Acknowledgements
Page 13 and 14: List of Tables Table 1 Key Features
Page 15 and 16: Table 52 Responses to Stakeholder S
Page 17: List of Figures Figure 1. The evolv
Page 21 and 22: Executive Summary More than words t
Page 23 and 24: Secure Welfare clients was 9.7 year
Page 25 and 26: time of referral as having problems
Page 27 and 28: with larger samples. Depression sym
Page 29 and 30: Chapter 1: Introduction 1.1 Overvie
Page 31 and 32: Table 1. Key Features of the Take T
Page 33 and 34: Chapter 2: Evaluation Design and Me
Page 35 and 36: Figure 2. Take Two’s research and
Page 37 and 38: occurred. Surveys are sent to clien
Page 39 and 40: circles focus on the interface betw
Page 41 and 42: Chapter 3: First Five Years of the
Page 43 and 44: The DHS submission brief (2002c) ou
Page 45 and 46: service, the research team has deve
Page 47 and 48: Figure 5. Map of Take Two locations
Page 49 and 50: have been traumatised by abuse thro
Page 51 and 52: of this clinical service has been t
Page 53 and 54: Development Of cer and a Training O
Page 55 and 56: Table 6. Take Two’s Publications
Page 57 and 58: Chapter 4: Children and Young Peopl
Page 59 and 60: The mean length of time cases were
Page 61 and 62: Table 10. Number of Siblings for al
Page 63 and 64: 4.4 Children’s experience with th
Page 65 and 66: Mean number 8 7 6 5 4 3 2 1 0 Figur
Page 67 and 68: Percentage 50 45 40 35 30 25 20 15
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Another descriptor of child protect
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• As required for Secure Welfare,
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items are scattered in three of the
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isk of sexual abuse. Males (84.3%)
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Table 17. Comparison between Aborig
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• Of the 165 surveys where it was
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Table 19. continued Emotional, Beha
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Table 20. Comparison between Aborig
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time of initial assessment by Take
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Chapter 5: Aboriginal Children and
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Program and research development
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5.4.2 Days in the lives of the Abor
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5.5.3 Description of the children a
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Table 24. Responses in ATSI Assessm
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understanding’ of Aboriginal hist
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From the outset, Yarning up on Trau
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Percentage of respondents 100 90 80
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and strength as part of culture. Fo
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experience actually opened the sess
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. . . demonstration project of auth
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Chapter 6: Therapeutic Intervention
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Figure 28. An overview of the thera
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and Ken Hoffman and colleagues (Cir
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‘The formulation becomes a workin
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Examples of desired outcomes in ref
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As seen by many examples already li
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Table 29. Location of Service Provi
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The following case study of Billy i
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Shanelle had made disclosures about
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The other critical factor in helpin
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supporting parenting skills, wherea
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Chapter 7: Outcomes - Emotional and
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Table 33. Baseline Data: Percentage
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Table 35. Baseline Data: Responses
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Table 38. Percentage of Take Two Cl
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Table 39. Mean scores of the SDQ Sc
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7.7 Summary The SDQ is a standardis
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Chapter 8: Outcomes - Trauma Indica
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Concerns - Distress subscale includ
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8.3.3 Comparing children’s presen
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Table 44. Number and Percentage of
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p
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Chapter 9: Outcomes - Social Networ
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Figure 35. Representation of a 10-y
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A number of the previous gures por
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Moderate associations were found be
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Chapter 10: Perspectives of Childre
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Percentage of surveys 100 90 80 70
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Percentage Percentage of surveys of
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Table 51. Responses to Stakeholder
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child is doing better at school was
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Table 53 summarises responses from
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10.7.3 Voices of the carers Twenty-
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Examples of what could improve? - a
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Examples of what was most helpful -
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Examples of what could improve? - a
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Chapter 11: Take Two Clinicians’
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11.4.4 Take Two’s engagement with
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Table 63. Overall Progress as Rated
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Chapter 12: Feedback from Broader S
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Service. This was considered bene c
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time and what it re ects; for examp
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As it relates to Aboriginal clients
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Chapter 13: Program Effectiveness 1
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One of the complexities to be consi
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Table 69. Management Information Sy
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Table 71. Program Evaluation — An
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Chapter 14: Conclusion “It has be
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they had a less extensive history i
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Analysis of TSCCs over time found r
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Areas of potential research that de
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References Ainsworth, F. & Maluccio
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Harrison, J. (2008). Cultural Yarn
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Glossary Glossary of Acronyms and T
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List of Appendices Appendix Number:
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Appendix Two ACHS Standards and Exa
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Appendix Two Take Two’s Activitie
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Appendix Four Take Two’s Activiti
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Appendix Seven Take Two’s Activit
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Appendix Nine Number of SDQs Attemp
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Appendix Ten Number of TSCYCs Attem
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Appendix Twelve Stakeholder surveys
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Take Two Painting Artist: Emma Bamb
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Take Two - Third Evaluation Report More than Words ... - Berry Street

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