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Creating Pathways to Prevention - Macquarie University
Transcript of Creating Pathways to Prevention - Macquarie University
Creating Pathways to Prevention:What we are learning from the Pathways database
and from the CREATE model of community prevention
Ross Homel, Kate Freiberg & Sara BranchGriffith Criminology Institute
Research Symposium in Honour of Jacqueline Goodnow
Macquarie University, 23 July 2015
Acting early
before problems
emerge or become
entrenched
N > 6000 childrenAttending 7 schools over 10 year period
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10
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2000 2002 2004 2006 2008 2010 2012 2014
CA W
ellbeing
factor
means
RBRI
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means
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RBRI and Clowning Around
RBRI, SomePW
RBRI, NoPW
Wellbeing, SomePW
Wellbeing, NoPW
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10
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2000 2002 2004 2006 2008 2010 2012 2014
Average Pe
rcen
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Progressive Achievement Test
SomePW
NoPW
How did pathways changethrough the primary school years?
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Builds on: the Pathways to Prevention report and 10-year project in
Brisbane the lessons from Communities That Care in the US The repositories of proven and promising evidence-based
programs (e.g., Blueprints for Positive Youth Development)
Works through community coalitions in disadvantaged areas
Fuses the traditions of community-centred and research-to-practice models of community mobilization
Aims to be evidence-based, sustainable, and able to be delivered on a large-scale within the Australian funding and social services context
• Actions in one setting (e.g., schools) interact with, complement, and reinforce actions in other settings (e.g., home).
• More generally, all parts of a child’s developmental system must be in harmonious, mutually reinforcing relationship to promote positive child outcomes:
• The focus of all interventions is to build such mutually reinforcing system relations
The Pathways to Prevention Model:A Developmental Systems Approach
One of the most widely implemented responses to the needs of disadvantaged communities is to provide family support, particularly through NGOs
There is a lack of quantitative knowledge about the effects of family support and child services delivered routinely in schools or the community
Families Children
Communityservices Schools
COMMUNITYCAPACITY
Headofficepolicies,culture&structures
The Focus of Pathways to Prevention
• 1,467 children (aged 4-12)• attending one of 7 local primary
schools• From 1,077 distinct families
30% of all enrolled children participated over the ten years (mostly with a parent)
Ethnic Background % ChildrenFirst Nations 16.3Anglo Australian 26.8Vietnamese 25.5Pacific Island Groups 15.3Other 16.1
Average number of contacts families have with service = 61
Average number of service elements used by families = 3.47
Most frequently used elements are CarerIndividual Support; Advocacy; Playgroup
Average duration of family participation =1.47 years (76 weeks)
Extent of family participation across service elements is related to family adversity / number of stressors experienced by family (r = .44, p <.05)
What patterns, duration and intensity of program participation for families or children facing a given
level of adversity of a given age or cultural group
produce what kinds of outcomes for children or parents?
Parent Empowerment and Efficacy Measure
PEEM Validated Measure20 items (10‐point scale)Taps: Efficacy to Parent Efficacy to Connect
Kate Freiberg one a prize in 2015 from the Australian Association of Social Workers for this new measure
Parent Efficacy
Parent Efficacy linked to baseline Adversity (r =-.31 p<.001)
• Family Support increases parent efficacy (effect size .36)
142144146148150152154156158160
Pretest Post‐test
Effect of Pathways on Parent Efficacy (PEEM)
Effect Size .36(F (1,173)= 21.41, p<.001)
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Validated Tool:
Child self-report
Age appropriate format (video game)
Quick, convenient, easy to use
Not disruptive of routine practice
Low literacy requirements
Multi-dimensional - tap key domains relevant to age group (5-12 years) 18
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A pathway to prevention tested empirically
Matched control groups created from non-Pathways children
using precision matching (or propensity score matching) on such variables as:
age, gender, ethnicity, behaviour, wellbeing, academic performance
and especially a baseline measure of the dependent variable (or surrogate)
Poor behaviour Grade 1 performance
Effect of program participation on preschoolchildren's level of difficult behaviour
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None FIP Only PIP Only FIP + PIP
Program Group
RBRI Score
Effect size = 0.58; p=0.003
More than 5 contactsproduce no significantfurther improvement
Effect size = 1.6;p < 0.001
N = 174 parents from larger sample;Pathways and non-Pathways groups not matched
Note: Adjusted coefficients, multivariate multilevel model
p < 0.05 for both factors;Effect sizes = 0.71 & 0.59
Innovation without capacityis of limited value…
Works entirely within the Australian Government’s Communities for Children Program as an effective and enduring vehicle for the delivery of child and family services (children 0-12 years in disadvantaged areas)
The focus in this stage is on strengthening the capacity of the child serving system in CfC communities rather than on actually implementing evidence-based programs and evaluating their impact on child wellbeing.
Critically, a central objective is to make such an advance possible in CfC and other disadvantaged areas across Australia in the second, IMPLEMENTATION STAGE (2017-2021).
Build and test a set of structured processes and resources
-called a Prevention Support System
-to strengthen Communities for Children, which is Australia’s best Prevention Delivery System for disadvantaged children
Project Partners
Five ‘capacity building’ CfC communities in NSW (3) and Queensland (2)
Five comparison or ‘business as usual’ CfC communities (3 in NSW, 2 in Qld)
Outcome variable: Baseline and post-intervention measures of community partnership/coalition functioning (2-year duration)
Supported by economic analyses of efficiency of delivery
1. An interactive web-based set of electronic resources: Training tools for CfC teachers and community workers,
videos, games, evaluation tools for measuring community coalition function;
child & family outcomes; economic analysis data sharing management system (the DSS Data Exchange
system)
2. Systems and processes established by collective impact facilitators for: implementing the CREATE community prevention
model achieving the core conditions of collective impact
NB: Collective impact facilitators are employed by the grant not by DSS or facilitating partners
Department of Social ServicesData Exchange System
Resolve
Conflic
Implement the Prevention Support System in new CfC communities
Use an experimental design in at least 12 capacity building communities and 12 basic implementation communities – or use a randomised time of rollout of 52 communities
Thus STAGING the rollout of these new systems and resources in a manner that allows a rigorous test of their effectiveness and economic benefit
Include a detailed qualitative component focused on context, processes and outcomes in a sample of communities
The evolving Pathways to Prevention work has been supported since 1999 by the Australian Research Council
We are also grateful to the Australian Institute of Criminology for providing some funds to analyse the sample of children who have been followed from preschool to Grade 7/8
We are grateful to our partners Mission Australia and Education Queensland
Finally, we gratefully acknowledge the many parents and children who made all this work possible
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Creating Pathways to Prevention:
http://bit.ly/creating_pathways_to_prevention