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2 recherche sur le mot-clé 'Knowledge transfer'
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Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers / Jessica M. PAYNTER in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
[article]
Titre : Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur Article en page(s) : p.1614-1623 Langues : Anglais (eng) Mots-clés : Evidence-based practice Implementation Knowledge transfer Early intervention Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623[article] Knowledge and Use of Intervention Practices by Community-Based Early Intervention Service Providers [Texte imprimé et/ou numérique] / Jessica M. PAYNTER, Auteur ; Deb KEEN, Auteur . - p.1614-1623.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1614-1623
Mots-clés : Evidence-based practice Implementation Knowledge transfer Early intervention Research-practice gap Index. décimale : PER Périodiques Résumé : This study investigated staff attitudes, knowledge and use of evidence-based practices (EBP) and links to organisational culture in a community-based autism early intervention service. An EBP questionnaire was completed by 99 metropolitan and regionally-based professional and paraprofessional staff. Participants reported greater knowledge and use of EBPs compared to emerging and unsupported practices. Knowledge and use of EBPs were linked to each other independent of significant correlations with organisational culture and attitudes. Knowledge and use of EBPs was greater in metropolitan than regional locations and paraprofessionals reported greater use of unsupported practices and lower levels of knowledge and use of EBPs than professionals. The implications of these findings for the facilitation of knowledge transfer are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2316-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Annual Research Review: Resilience and child well-being – public policy implications / Alastair AGER in Journal of Child Psychology and Psychiatry, 54-4 (April 2013)
[article]
Titre : Annual Research Review: Resilience and child well-being – public policy implications Type de document : Texte imprimé et/ou numérique Auteurs : Alastair AGER, Auteur Article en page(s) : p.488-500 Mots-clés : Resilience recommendations policy (complex adaptive) systems knowledge transfer Index. décimale : PER Périodiques Résumé : Background: There has been an 8-fold increase in use of the term resilience within scientific and scholar literature over the last twenty years. The arena of public policy has also seen increasing use made of the concept, both with respect to child well-being and development and wider issues. Method: A focal sample of literature comprising 108 papers addressing public policy implications of work on child resilience was identified by a structured bibliographic search. Results: This literature suggests that current work: is characterized by a breadth of sectoral engagement across the fields of education, social work, and health; demonstrates diversity with regard to the systemic levels – individual (biological and psychological), communal (including systems of faith and cultural identity), institutional and societal – with which it engages; but is based more upon conceptual rather than empirical analysis. Major themes of policy recommendation target strengthened family dynamics, increased capacity for counseling and mental health services, supportive school environments, development of community programs, promotion of socioeconomic improvement and adoption of a more comprehensive conception of resilience. Evaluations of resiliency-informed policy initiatives are limited in number, with greatest rigor in design associated with more discrete programmatic interventions. Conclusion: A number of strategies to strengthen research-policy linkages are identified. These include greater commitment to operationalize indicators of resilience at all levels of analysis; more coherent engagement with the policy making process through explicit knowledge translation initiatives; and developing complex adaptive systems models amenable to exploring policy scenarios. En ligne : http://dx.doi.org/10.1111/jcpp.12030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Child Psychology and Psychiatry > 54-4 (April 2013) . - p.488-500[article] Annual Research Review: Resilience and child well-being – public policy implications [Texte imprimé et/ou numérique] / Alastair AGER, Auteur . - p.488-500.
in Journal of Child Psychology and Psychiatry > 54-4 (April 2013) . - p.488-500
Mots-clés : Resilience recommendations policy (complex adaptive) systems knowledge transfer Index. décimale : PER Périodiques Résumé : Background: There has been an 8-fold increase in use of the term resilience within scientific and scholar literature over the last twenty years. The arena of public policy has also seen increasing use made of the concept, both with respect to child well-being and development and wider issues. Method: A focal sample of literature comprising 108 papers addressing public policy implications of work on child resilience was identified by a structured bibliographic search. Results: This literature suggests that current work: is characterized by a breadth of sectoral engagement across the fields of education, social work, and health; demonstrates diversity with regard to the systemic levels – individual (biological and psychological), communal (including systems of faith and cultural identity), institutional and societal – with which it engages; but is based more upon conceptual rather than empirical analysis. Major themes of policy recommendation target strengthened family dynamics, increased capacity for counseling and mental health services, supportive school environments, development of community programs, promotion of socioeconomic improvement and adoption of a more comprehensive conception of resilience. Evaluations of resiliency-informed policy initiatives are limited in number, with greatest rigor in design associated with more discrete programmatic interventions. Conclusion: A number of strategies to strengthen research-policy linkages are identified. These include greater commitment to operationalize indicators of resilience at all levels of analysis; more coherent engagement with the policy making process through explicit knowledge translation initiatives; and developing complex adaptive systems models amenable to exploring policy scenarios. En ligne : http://dx.doi.org/10.1111/jcpp.12030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194