Suchergebnisse

Group intervention has been widely used with female victims of intimate partner violence (IPV). However, efficacy studies are scarce due to several research limitations. This study evaluates the effectiveness of an 8-week group intervention program, with a cognitive-behavioral orientation and attended by 23 female victims of IPV. Self-report psychological assessment was conducted at pre-test, post-test, and follow-up. Results revealed that the group intervention had a positive impact on participants, showing a decrease in re-victimization and in beliefs toward legitimizing IPV. A decrease in levels of depression and a significant improvement in general clinical symptoms were also evident. Self-esteem and social support were enhanced throughout group intervention. The changes were confirmed through follow-up after 3 months, suggesting that this group intervention has important effects on female victims. The implications of the findings for practice are also discussed.

The limited extent to which research evidence is utilised in healthcare and other public services is widely acknowledged. The United Kingdom government has attempted to address this gap by funding nine Collaborations for Leadership in Applied Health Research and Care (CLAHRCs). CLAHRCs aim to carry out health research, implement research findings in local healthcare organisations and build capacity across organisations for generating and using evidence. This wide-ranging brief requires multifaceted approaches; assessing CLAHRCs' success thus poses challenges for evaluation. This paper discusses these challenges in relation to seven CLAHRC evaluations, eliciting implications and suggestions for others evaluating similarly complex interventions with diverse objectives.

Integrating mentoring into existing youth programs has been suggested as a promising approach to youth development. This article discusses a theoretical rationale underlying the integration of one-on-one mentoring into established youth development programs. From an ecological perspective, the addition of mentoring into traditional programs should theoretically enhance the youth development experience. Mentoring, in addition to programs like 4-H, enriches the context in which developing youth are supported and encouraged by non-parental adults to develop competencies, to take on leadership responsibilities, and to integrate into positive peer groups (i.e., 4-H clubs). A multi-component program that involves at-risk youth in both mentoring and 4-H activities is highlighted. Results from at-risk youth and their parents indicate that Utah's 4-H/ Mentoring: Youth and Families with Promise program strengthens the protective factors of academic achievement, social competence, and family bonds.

Background: In the early 1970s, most researchers thought that randomized controlled trials (RCTs) could not be used to measure the effectiveness of large-scale operating welfare reform and employment programs. By the mid-1970s, the Supported Work Demonstration showed that, under certain conditions, this was both feasible and valuable. However, the experimental design was simple; a multi-arm test had been rejected as unrealistic. Within 10 years, a three-arm design was implemented in San Diego to assess both a welfare-to-work program's overall impact and the contribution of a specific component. Less than 10 years later, the Job Opportunities and Basic Skills Training (JOBS)/National Evaluation of Welfare-to-Work Strategies (NEWWS) study used a more complex design to determine the relative effectiveness of two strategies operated in the same locations: one emphasizing getting a job quickly and the other requiring basic education. In San Diego and JOBS/NEWWS, the tested reforms emerged from political processes and were funded through regular program budgets. In both cases, researchers inserted multi-arm RCTs into operating welfare offices, trading control over the treatment for scale (thousands of people) and real-world conditions. Both RCTs were successfully implemented. Objectives and Results: This article examines why multi-arm designs were attempted, how they were structured, why public administrators cooperated, what various actors sought to learn, and how the researchers determined what strategies the different experimental arms ended up to truly represent. The article concludes that these designs provide convincing evidence and can be inserted into operating programs if the studies address questions that are of keen and immediate interest to state or local program administrators and researchers.

It is essential for nonformal educational organizations to evaluate their programs and validate impact. However, despite recent pressures for accountability, nonformal settings often do not have shared assessment measures or expectations. Further, many nonformal programs are complex and encompass a broad range of educational settings and methods. Evaluation strategies must respond to a more learner-centered approach to education and be responsive to local needs, but they must also be designed with an appropriate level of methodological rigor. This paper describes the efforts of the National 4-H Science Initiative to develop and administer a multi-tiered evaluation that effectively documents impact through methods that reflect the unique needs and landscape of 4-H science programs.