Exploring how intervention characteristics affect implementability: A mixed methods case study of common elements-based academic support in child welfare services

Thomas Engell, Anne Marte Løvstad, Benedicte Kirkøen, Terje Ogden and Kristine Amlund Hagen

Children and Youth Services Review, 2021, vol. 129, issue C

Abstract: Prominent implementation theories and frameworks articulate characteristics of interventions (e.g., contextual alignment) as important determinants of successful implementation in natural practice settings. Yet, few studies have explored such characteristics in-depth. Research is needed to understand how and why interventions' characteristics can make them more or less implementable in their intended practice settings. Child Welfare Services (CWSs) need evidence-informed academic interventions to help children's current and prospective wellbeing. CWSs are complex implementation contexts that likely need interventions to be highly implementable. This mixed-methods case study explored the implementability of Enhanced Academic Support (EAS), a co-designed common elements-based academic intervention for children and families in CWSs, and how characteristics such as flexibility and contextual alignment influenced its implementability.

Keywords: Child welfare services; Intervention design; Implementability; Intervention characteristics; Flexibility; Common elements; Alignment (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002565

DOI: 10.1016/j.childyouth.2021.106180

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