Showing papers by "Rebecca Gokiert published in 2022"
TL;DR: It was revealed that MI‐based interventions for managing adolescent obesity had “low treatment fidelity”; no studies had ”high treatment fidelity" across all five domains; and the strategy that adhered to the most was theory, and treatment enactment was the lowest.
Abstract: Motivational interviewing (MI) is an evidence‐based counseling approach that can help individuals make positive behavioral and cognitive changes for managing obesity. We conducted a scoping review to summarize evidence on fidelity and key elements of MI‐based interventions for managing adolescent obesity and examine the reporting of these interventions. Ten electronic databases and gray literature were searched systematically and included literature from January 1983 to February 2022, and 26 studies were included. Data on MI features, delivery context, training, and fidelity to treatment were summarized. Fidelity was assessed using an assessment grid with five domains—theory, training, implementation, treatment receipt, and treatment enactment. The last step of the review involved stakeholder consultation with clinician‐scientists and researchers with experience in MI and managing adolescent obesity. Thirteen stakeholders were interviewed about our review findings on MI and treatment fidelity. Our analyses revealed that MI‐based interventions for managing adolescent obesity had “low treatment fidelity”; no studies had “high treatment fidelity” across all five domains. Fidelity strategies adhered to the most was theory, and treatment enactment was the lowest. Stakeholders mentioned that “low treatment fidelity” may be due to increased time to complete fidelity assessments and increased cost associated with treatment fidelity. These findings have implications for planning, implementing, and evaluating MI‐based interventions for managing adolescent obesity.
1 citations
TL;DR: In this article , the authors describe the characteristics of teen parents and their children involved in a supportive housing program and find that most parents fall into the medium risk range with respect to the parenting attitudes measured, suggesting that most participants have the foundation for successful parenting across the areas measured.
Abstract: There is a need for strength-based research that considers the complex realities of teen families. The purpose of the current study is to provide a springboard for this research by describing the characteristics of teen parents and their children involved in a supportive housing program. We used a community-based participatory research approach with a descriptive design. Teen parent participants completed self-report questionnaires about their relationship with their children, resilience, self-esteem, and parenting attitudes. In addition, the children of teen parents completed standardized assessments of their development. A total of 21 parents (18 mothers and 3 fathers) and 20 children participated. Results indicate that self-esteem and resilience are areas of difficulty for participants. In addition, most parents fell into the medium risk range with respect to the parenting attitudes measured. Of note, few parents fell into the high-risk range on most scales, suggesting that most participants have the foundation for successful parenting across the areas measured. Results also show that the majority of participants are demonstrating typical attachment, discipline practices, involvement, parenting confidence, and relational frustration. An area of particular strength for participants is their involvement with their children. It also appears overall that the children of teen parents are developing on a fairly typical trajectory that is reflective of the general population. This study reinforces the heterogeneity of teen families, with teen parents and their children showing different areas of strengths and challenges across the domains measured. Based on our findings, we discuss implications for research, policy, and practice.
TL;DR: This article explored the state of evaluation in the early childhood development (ECD) field across four constructs: community-driven evaluation, culturally responsive evaluation, evaluation capacity building, and evaluation use and influence.
Abstract: Children’s early experiences and environments profoundly impact their development; therefore, ensuring the well-being of children through effective supports and services is critical. Evaluation is a tool that can be used to understand the effectiveness of early childhood development (ECD) practices, programs, and policies. A deeper understanding of the evaluation landscape in the ECD field is needed at this time. The purpose of this scoping review was to explore the state of evaluation in the ECD field across four constructs: community-driven evaluation, culturally responsive evaluation, evaluation capacity building, and evaluation use and influence. A comprehensive search of 7 electronic databases, including Canadian and international literature published in English from 2000 to 2020, was conducted. A total of 30 articles met the inclusion criteria. Findings demonstrate that some studies include aspects of a community-engaged approach to evaluation; however, comprehensive approaches to community-driven evaluation, culturally responsive evaluation, evaluation capacity building, and evaluation use in the field of ECD are not commonly achieved. This review will inform strategies for bridging evaluation gaps in the ECD sector, ultimately equipping organisations with the evaluative tools to improve practices, programs, and policies that impact the children, families, and communities they serve.
[...]
TL;DR: In this article , a system theory of change was developed to guide assessments of complexity across the refugee-serving sector that seek to investigate refugees' lived experiences and evaluate practice across multiple levels.
Abstract: Canada is internationally recognized as a leader in welcoming refugee newcomers. However, there is limited evidence about how well refugee newcomers fare after arriving in Canada, and the effectiveness of resettlement services and supports. A system theory of change was developed to guide assessments of complexity across the refugee-serving sector that seek to investigate refugees’ lived experiences and evaluate practice across multiple levels. This article describes the process of developing the system theory of change, Life Beyond Refuge, and the implications for community-level practice, public policy, and ultimately, resettlement outcomes for refugee newcomers.
TL;DR: Most First Nation-operated schools provide children with food, but few have nutrition interventions that include multiple CSH components, which have greater potential to support long-term health outcomes for children than single approaches.
Abstract: Comprehensive school-based nutrition interventions offer a promising strategy to support healthy eating for First Nations children. A targeted strategic review was performed to identify nutrition interventions in 514 First Nation-operated schools across Canada through their websites. Directed content analysis was used to describe if interventions used 1 or more of the 4 components of the Comprehensive School Health (CSH) framework. Sixty schools had interventions. Nearly all (n = 56, 93%) schools offered breakfast, snack, and (or) lunch programs (social and physical environment). About one-third provided opportunities for students to learn about traditional healthy Indigenous foods and food procurement methods (n = 18, 30%) (teaching and learning) or facilitated connections between the school and students' families or the community (n = 16, 27%) (partnerships and services). Few schools (n = 10, 17%) had a nutrition policy outlining permitted foods (school policy). Less than 1% (n = 3) of interventions included all 4 CSH components. Results suggest that most First Nation-operated schools provide children with food, but few have nutrition interventions that include multiple CSH components. First Nation-operated schools may require additional financial and (or) logistical support to implement comprehensive school-based nutrition interventions, which have greater potential to support long-term health outcomes for children than single approaches.
TL;DR: In this paper , a system theory of change was developed to guide assessments of complexity across the refugee-serving sector that seek to investigate refugees' lived experiences and evaluate practice across multiple levels.
Abstract: Canada is internationally recognized as a leader in welcoming refugee newcomers. However, there is limited evidence about how well refugee newcomers fare after arriving in Canada and the effectiveness of resettlement services and supports. A system theory of change was developed to guide assessments of complexity across the refugee-serving sector that seek to investigate refugees’ lived experiences and evaluate practice across multiple levels. This article describes the process of developing the Life Beyond Refuge system theory of change and the implications for community-level practice, public policy, and, ultimately, resettlement outcomes for refugee newcomers.
TL;DR: In this paper , the authors presented three mixed insights about the evaluation capacity needs of the early childhood field generated by using a mixed methods community-based participatory research (MMCBPR) design.
Abstract: For this special issue, our article provides an illustrative example of data integration in a complex mixed methods design. It advances three mixed insights about the evaluation capacity needs of the early childhood field generated by using a mixed methods community-based participatory research (MMCBPR) design. We integrated quantitative findings from an evaluation capacity needs assessment toolwith qualitative themes from community consultations. Findings highlight the pressingneed for practices aimed at enhancing individual capacity through skills-based training, shifting organizational learning culture through resource investment, and cultivating interdependencies between organizational evaluation culture and individual evaluation capacity through engagement and collaborations.