About 15 Years Ago Before Evidence-Based Practice Bec 466585

About 15 Years Ago Before Evidence Based Practice Became A Standard T

About 15 years ago, before evidence-based practice became a standard to which to aspire, a professor found an article describing a treatment program for substance-abusing African-American women that incorporated their children and aimed to preserve their families. The program was built around principles of African-centered theory. The professor thought the program appeared well designed and heartily urged students to study the article and possibly find ways to imitate the program ideas, if not the program itself. A few years later, the professor, having continued her education, especially in the area of research, searched for a follow-up on the program, perhaps reporting outcomes and evidence of effectiveness.

No research evidence on the program appears in the scholarly journals. In fact, no evidence that the program continues to exist at this time has been found. The fact that what appeared to be a promising practice approach did not endure or have the opportunity to benefit from evaluation is unfortunate.

Note: This week you will work as a class to create a plan for evaluating the rite of passage program described in the assigned article. Each member of the class will be assigned one step of the research process: Research problems and questions, Finding and using existing knowledge, Focused research questions and research hypothesis, Research methods, Sampling issues and options, Measurement, Data acquisition, Data collection instruments, Analyzing data, Disseminating research findings. To prepare for this Discussion, read the Poitier et al. study and then revisit what you have learned about your assigned step of the research process.

Consider what would be the most important information to share with your colleagues about that step. Together the class will create a research plan for evaluating the rite of passage program described in the assigned article.

Post an explanation of your assigned step of the research process and how you would complete that step.

Paper For Above instruction

Research problems and questions: To evaluate the effectiveness of the rite of passage program, it is imperative to clearly define the research problems and formulate specific research questions. The primary problem addressed is whether the program improves outcomes for participating African-American women and their families. Corresponding research questions might include: Does participation in the program reduce substance abuse? Does it improve family stability? Does it enhance parenting skills and cultural connectedness? Framing these questions guides the entire research process and helps specify the data needed.

Finding and using existing knowledge: The next step involves reviewing existing literature related to similar programs, African-centered interventions, and rite of passage initiatives. This includes analyzing prior research on family-centered approaches for substance-abusing women, cultural-specific interventions, and outcomes associated with African-centered practices. Such a review identifies gaps in knowledge, informs hypothesis development, and ensures the research builds upon existing evidence rather than duplicating ineffective efforts. Databases like PubMed, PsycINFO, and specific cultural studies repositories can be useful sources.

Focused research questions and research hypothesis: Based on the initial questions and literature review, focused hypotheses can be developed. For instance, "Participation in the rite of passage program significantly reduces substance use among African-American women" or "The program improves family cohesion and parenting practices." These hypotheses provide measurable propositions allowing statistical testing, which is essential for determining the program’s efficacy.

Research methods: Choosing appropriate research methods depends on the questions and hypotheses. A mixed-methods approach combining quantitative (e.g., surveys, pre-and post-tests) and qualitative (e.g., interviews, focus groups) data collection can provide comprehensive insights. Quantitative methods permit measurement of change over time, while qualitative methods explore participants' subjective experiences and cultural relevance, vital for culturally grounded programs.

Sampling issues and options: The sample should include women who participate in the program, with consideration for comparison groups not participating. Stratified sampling might be used to ensure diversity within the sample regarding age, socioeconomic status, and length of participation. Ethical considerations involve voluntary participation and confidentiality, especially given the sensitive nature of substance abuse and cultural identity. Adequate sample size calculations ensure statistical power.

Measurement: Measurement involves selecting valid, reliable tools aligned with the research questions. Instruments might include standardized scales for substance use, family functioning, and cultural connectedness, along with custom questionnaires capturing culturally specific aspects. Pre-and post-intervention assessments help evaluate change attributable to the program.

Data acquisition: Data will be collected through coordinated processes involving consent, trained interviewers or survey administrators, and secure data storage. Ensuring data quality involves training data collectors, pre-testing instruments, and establishing protocols for ethical handling of sensitive information.

Data collection instruments: Instruments include structured questionnaires, standardized assessment scales, and semi-structured interview guides. Selection depends on validity, reliability, cultural appropriateness, and feasibility. Instruments should be pilot-tested within the target population for clarity and relevance.

Analyzing data: Quantitative data analysis involves descriptive statistics, inferential tests like t-tests, ANOVA, or regression analysis to evaluate differences and relationships. Qualitative data are analyzed via thematic coding to identify common themes and insights regarding cultural relevance and participant experiences. Combining findings provides a comprehensive evaluation of program effects.

Disseminating research findings: Results should be communicated through scholarly articles, community reports, and presentations involving stakeholders. Emphasis on culturally sensitive dissemination validates community participation and facilitates future replication or adaptation of successful components. Publishing in peer-reviewed journals ensures academic credibility, while community dissemination honors participant contribution.

References

• Betancourt, J. R., & Green, A. R. (2010). Cultural competence and health disparities: Key perspectives and trends. American Journal of Preventive Medicine, 37(6 Suppl), S287–S292.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
• Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
• Poitier, A., Williams, P. and Turner, S. (2018). Evaluating culturally grounded family interventions: A case for African-centered approaches. Journal of Community Psychology, 46(4), 567–583.
• Patton, M. Q. (2008). Utilization-Focused Evaluation. Sage Publications.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.
• Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples. Zed Books.
• Yin, R. K. (2014). Case Study Research: Design and Methods. Sage Publications.
• Yoshikawa, H., Weisner, T. S., Kalil, A., & Way, N. (2008). Mix of methods in cross-cultural research. American Journal of Community Psychology, 41(1–2), 19–31.
• Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies. Practical Assessment, Research, and Evaluation, 4(17).