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

Figure 1. The evolving Take Two evaluation framework
Outcomes are the most challenging to accurately
determine as it is not possible to isolate all other
variables except for Take Two intervention or ascertain
which intervention leads to which outcome. Research
studies that endeavour to achieve this level of speci city
are usually conducted through randomised clinical
trials, which is beyond the remit and ethical parameters
of the Take Two research strategy. This report focuses
on questions regarding whether or not there is evidence
of positive change, without being able to specify which
elements lead to which change. This is discussed further
in the next section on the Take Two outcomes framework
which is a subset of the broader Take Two research and
evaluation strategy. Incorporating other approaches to
explore the question regarding ‘what is working’ will be
a focus of the future research and evaluation strategy.
The broader questions outlined in Figure 2 are also
considered in this report, including system issues,
systems interventions and the policy context. These are
discussed in Chapters 3 and 12 and further analysed
along with other data in the conclusion in Chapter 13.
Feedback and perceptions of Take Two’s client and
6
Conceptual foundation of program
• theoretical framework
• practice framework
• outcomes framework
• culturally sensitive
• evidence-based practice
• informed by practice knowledge and wisdom
• understanding trauma, abuse, neglect and loss
• understanding developmental needs
• ecological and systems perspective
• understanding attachment
• therapeutic parenting and care
• integration of clinical and research
• social policy
• peers
Highly developed & evolving
• teachers
program design
• culture
• Five strong partners (Berry Street,
Austin, La Trobe, Mindful, VACCA) • community
• experienced leadership
• service system
• specialist knowledge
• culturally sensitive
• internal policies
• robust infrastructure - leadership, evaluation, training and
support
• local, regional, statewide
• national and international relationships and in uence
• inter-service relationships
• computerised referral process and documents
• staff
• students
• outreach and other appropriate locations
• rural and metropolitan settings
• area, regional and specialist teams
• growth in therapeutic care role
• advisory groups
Holistic understanding of the internal
and external world of the child
• client group (infants, children adolescents)
• family & extended family
• carers
Multiple levels of assessment & intervention
• culturally sensitive
• engaging child
• engaging family
• engaging community
• engaging service system
(child protection, out-of-home care, education, mental
health, alcohol and other drug services, youth justice)
• care teams
• referrals
• assessment and formulation
• interventions
• contributing to service system
• evidence informed practice
• re ective practice
• orientation to wellbeing
• rural and metropolitan practice
• outreach
• staff knowledge and values
Re ective practice & action
learning with integrated ongoing
evaluation & training
• practice framework
• stakeholder feedback
• clinician’s feedback
• outcomes framework and clinical
measures for research
and practice
• evaluation
• professional development
• training
• research
• information management
• integrated knowledge area
• service system development
• research circles
• action learning and research
• re ective practice
• contributing to policy development
system work on a wider scale are reported in Chapter
12 through focus groups with stakeholders, such as
child protection, CSOs and Secure Welfare.
An underlying part of the design of the research and
evaluation strategy has been to consult on the different
elements. These consultation processes include the
Take Two Research Advisory Committee (T2RAC), which
includes representatives from other universities, DHS,
Berry Street and VACCA and is chaired by Dr Howard
Bath. An internal consultation process known as the
Take Two clinical outcomes reference group comprises
Take Two clinical staff at all levels and across the range
of teams. Speci c features of the design that have
focused on Aboriginal children, especially in relation to
outcome measures, have occurred in discussion with
VACCA and the Take Two Aboriginal Reference Group.
All applicable aspects of the evaluation strategy have
received the requisite ethics approval from the La Trobe
University Research and Graduate Studies Committee
Human Ethics Committee, the DHS Human Research
Ethics Committee and Berry Street’s ethics processes.
Frederico, Jackson, & Black (2010) “More than Words” – Take Two Third Evaluation Report, La Trobe University, Bundoora, Australia