Implementing and Scaling Up Policies and Procedures

Implementing and Scaling Up Policies and Procedures

An examination of issues related to the implementation and scaling up of policies and procedures, presented by Barbara J Smith of the University of Colorado at Denver and Health Sciences Center.

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1. Policies and Procedures: Issues for Implementation, Policy and Scaling up Barbara J. Smith, U. of Colorado at Denver and Health Sciences Center Policy Maker’s Summit November 17, 2006 Washington, DC

2. Research Framework: Direct Services/Indirect Supports Longitudinal , multi-site study (KIDS) Research on direct interventions/services : e.g., emotional/social competence, parent- child interaction, PBS and cultural diversity, family-centered interventions, interventions with toddlers, program-wide PBS Research on indirect supports  Personnel Preparation and Utilization  Administrative Operations and Policy

3. Promotion, Prevention, Intervention Conceptual Framework: The Teaching Pyramid Preventive Practices Preventive Practices Building Positive Relationships Building Positive Relationships Social and Emotional Learning Strategies Social and Emotional Learning Strategies Individualized Intensive Interventions Individualized Intensive Interventions

4. Policy Research: Literature Syntheses, Focus Groups & Surveys What are the barriers and/or challenges to effective promotion, prevention and intervention services for young children at risk for or who have challenging behavior? What are policy and administrative strategies/remedies for addressing the challenges or barriers?

5. Information Sources Center for Evidence-based Practice: Young Children with Challenging Behavior  Literature syntheses re: systems and policies  Focus groups  National survey National TA Center for Children’s MH  Discussion groups, Nat’l. scan and TA with states Centers’ collaborative survey of states

6. State Agency Leaders : IDEA Part C, ICC and 619; Child Mental Health; Child Welfare; Maternal and Child Health; Health Local Program Administrators : Head Start, Child Care (including military programs), Public Schools, mental health consultants, home visitors and other TA providers Family Members : Lists from PACER and FFCMH, parents involved with programs National Survey

7. Focus Groups 619 and Part C Coordinators Parents (Il., Fl., Co.) Direct Service Providers (Il., Fl., Co.) Administrators (Il., Fl., Co.)

8. Findings Categories of barriers/challenges  Knowledge & Skills (including eligibility)  Finance (including eligibility)  Beliefs and Attitudes  Collaboration/Coordination/System

9. Survey and Focus Groups: Challenges National Survey Focus Groups

10. National Survey: Challenges (Eligibility)

11. Focus Groups: Challenges (Eligibility)

12. Challenge: Knowledge and Skills (workforce development & support) Availability & quality of pre-service training Availability & quality of in-service training, TA, mentoring and other on-going support Quality of content of training/support:  Evidence-based  Eligibility  Working with families High turnover rates

13. Challenge: Attitudes & Beliefs Differing philosophies & approaches Perceptions of children, mental health, social-emotional development and behavior Perceptions between professionals and parents

14. Challenge: Collaboration & Coordination Lack of coordination of programs, systems and resources/funding streams Lack of collaboration among service providers Poor collaboration between professionals and parents Lack of integrated practice/services Failure to reach under-served populations Lack of leadership/ownership

15. Challenge: Finance Eligibility criteria and requirements (inconsistent across funding sources, do not support promotion & prevention, do not include child and family, etc.) Insufficient resources Limits on blending resources Insurance, Medicaid and other third party payment restrictions Low compensation for EC personnel

16. Survey & Focus Groups : Strategies/Remedies Focus Groups National Survey

17. Remedies: Knowledge & Skills Availability of pre-service training in evidence-based practices re: young children’s social-emotional development and behavior Availability of in-service training, TA, mentoring, and other on-going support in evidence-based practices Availability of information and models of evidence- based practices, programs and systems Higher compensation and other workforce supports Awareness campaigns

18. Remedies: Attitudes & Beliefs Shared training on evidence-based practices among different professions, agencies and with parents Awareness campaigns about the importance of young children’s social- emotional development, mental health and behavior

19. Remedies: Finance Policies that support blending and coordinating resources Policies that support promotion & prevention and support reaching children early Adequate resources for programs and training/TA/on-going, on-site support Adequate compensation for EC personnel

20. Remedies: Collaboration & Coordination Policies that promote collaboration and coordination, e.g.,  System of care  Wrap around  Addressing differing eligibility limits Skills in collaborating with families and other professionals Addressing attitudes and beliefs (turf guarding, trust, differing philosophies) Inclusion of diverse stakeholders

21. Conclusions and Next Steps There are real policy barriers such as eligibility criteria and service limitations associated with funding sources that are incompatible with a promotion, prevention, intervention model. By far and away, the majority of barriers to delivering effective promotion, prevention, intervention services to children and families is the lack of know-how and support to implement evidence-based practices. Strategies that promote, scale-up and sustain the everyday use of evidence-based practices, services and programs in the context of a system.

22. Creating Supportive Environments Creating Supportive Environments Positive Relationships with Children, Families, and Colleagues Positive Relationships with Children, Families, and Colleagues Social Emotional Teaching Strategies Social Emotional Teaching Strategies Individualized Interventions Individualized Interventions Program Wide Adoption Teacher Training/Implementation Administrative Supports Program Philosophy Well defined procedures Data Based Decision Making Partnerships with Families Program Wide Adoption

23. VALUES Family Voice Child and Family Centered Relationship Based Culturally Competent Infused into Natural Settings and Services Grounded in Developmental Knowledge Prepared Workforce Family Consortium Maximized and Flexible Funding Building Blocks Promotion Prevention Intervention Supports for Parents and Families Supports for Other Caregivers Services for Children and Families Services and Supports Outcome Evaluation Strategic Planning, Interagency Partnerships Developed by Roxane Kaufmann, GUCCHD Early Childhood System of Care Fosters the social and emotional well-being of infants, toddlers, preschool-aged children and their families Policies and Procedures Infants, Young Children and Families