Synopsis
Implementation Science is the science of the effectiveness of research for real-world practitioners. This book is an indispensable, highly innovative, and evidence-based resource aimed at utilizing research in psychology to improve all aspects of education, from individual teaching programs to organizational development. It addresses the widespread confusion and disappointment about the lack of effectiveness of real-world psychology and provides twenty-seven chapters offering proven policies, strategies, and approaches for designing, supporting, and improving interventions in schools. Collectively, the chapters go beyond the realm of psychology and education, tackling concerns about how to promote positive change in any context, covering topics from epistemology through statistics to examples of implementation approaches, frameworks and protocols. This book creates an immensely relevant body of information and evidence for any practitioner or organization facing the challenges of change. Essential reading for practitioners, policy makers, stakeholders, and funders in psychology, education, and beyond.
About the Authors
Barbara Kelly, PhD, is a graduate of Edinburgh, Glasgow and Strathclyde Universities. She is currently Associate Tutor to the MSc and Doctoral Programs in Educational Psychology, School of Psychology and Health at the University of Strathclyde, Glasgow. She is also a Senior Educational Psychologist for Glasgow City Psychological Services. A former Research Fellow in the Departments of Education and Social Work at Glasgow University, her work has focused on the effectiveness of interventions and services designed to address children's needs. She has conducted research across a range of contexts, including innovative pre-school education and interventions for child victims of sexual abuse. She has carried out research for the Scottish Government on interventions affecting juvenile offending and on secure provision for juveniles. As both a practitioner and an academic, Dr Kelly offers a unique perspective in exploring and developing innovative frameworks linking theory and epistemology to evidence and practice.
Daniel Perkins received his PhD from Michigan State University. He is currently Professor of Family and Youth Resiliency and Policy at Penn State University. His research interests include adolescent and family development; assets, risk and protective factors; collaboration and community development; contextual influences on development; evaluation of prevention and intervention programs; civic engagement in youth; prevention science; risk behaviors and resiliency; theories of adolescence; and youth development. Dr Perkins is currently involved in two major prevention projects. The first involves assessing the effectiveness of a model for the diffusion of empirically-validated prevention programs for adolescent substance abuse and mental health. The project is underway in fourteen communities in Iowa and Pennsylvania. The second study focuses on strategies for strengthening the ability of after-school programs to promote citizenship, skills and positive youth behavior in order to prevent delinquency and substance abuse.
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