ED 203PUBLIC POLICY:

CHILDREN, YOUTH AND

FAMILY ISSUES

September 12, 2009

HOW DO WE KNOW WHAT WE KNOW?

It DEPENDS….In a diverse world, people have a variety

of perspectives, rely on different rules of evidence, seek different information, and draw different conclusions from it.

DIFFERENT WAYS OF KNOWING

Fields have cultures and draw knowledge from a variety of sources

As leaders, you will need to be aware of these differences and seek ways to integrate them

Shonkoff is one of the researchers who has explored different approaches to knowing in policy, research and practice arenas

SHONKOFF: THREE CULTURES IN SEARCH OF A MISSION

Science, policy and practice all concerned with advancing children’s well-being

Different ways of knowing:Scientists: complexity and ambiguity, what we don’t know, interested in questionsPractitioners: What we should do, must actPolicymakers: What we should do; simplicity, responding to constituent pressure, interested in answers

DIFFERENT RULES OF EVIDENCE

Different perspectives:• Science: established knowledge

• Practice: Empirical data and experientially based wisdom

• Policy: science is only one input, mediated by values and “common sense”, Driven by economic, political and social forces, negotiation among competing interests

IDEOLOGY AND VALUES

We must recognize that everyone is influenced by

ideology and values!

In addition, professional respect and security is not equal across disciplines.

PUBLIC POLICY MAKERS AND RESEARCHERS

Differences driven by:RolePublic perceptionCommunication outletsCommunication stylesRange of research interest

Zervigon-Hakes (1995). Translating research findings into large-scale public programs and policies. In The Future of Children, vol 5, No. 3.

TAXONOMY TO DIFFERENTIATE CHILD DEVELOPMENT INFORMATION

Transmission of knowledge across these arenas (policy, research, practice) is very challenging

Using this taxonomy to translate and apply what we know about the development of children will help us to craft and communicate “responsible” messages

Categories of Child Development Information

Established knowledge Reasonable hypotheses Unwarranted assertions

ESTABLISHED KNOWLEDGE

Defined by the scientific community

Interaction between theory and empirical validation of theory

Strict rules of evidence

Monitored by rigorous peer review

Very limited, tightly enforced boundaries

Evolves slowly over time

REASONABLE HYPOTHESES

Generated by scientists, policymakers or practitioners

Anchored in established knowledge but moves beyond, “responsible action given incomplete information”

Expansive and limitless

Defining feature: It may be correct or incorrect

UNWARRANTED ASSERTIONS

Propagated by anyone

Distance from boundaries of established knowledge OR blatant distortion or misrepresentation of cutting edge science

Masquerades as science and thus, undermines it

Neither advances or guides policy or practice (hopefully)

WHAT IS SHONKOFF ASKING US TO DO AS A PROFESSION? Acknowledge and respect the different ways of

thinking about child development

Understand the role that values play in policy, research and practice venues

“Blend” the three cultures: To remain open to new ways of thinking about children and families (the “sturdy bridges”…to recognize that we have a shared agenda)

Can start by focusing our energy on understanding the role of context. That is, how specific services influence outcomes and why some children and families do better than others.

RESEARCH AND POLICY/PRACTICE GAP

Multi-directional in nature:• What is known scientifically or factually is not put

into practice or supported by policy

• Information and answers policymakers and practitioners need is not available from researchers and researchers don’t get input from others in designing what is studied

• Policy not in place to support data collection or exploration of issues

• Lack of definitive answers undermines research and fuels poor policy

WHAT RESEARCHERS BRING TO THE TABLE

Data that documents existing conditions

Data that indicates if trends are positive or negative

Ideas and generalizations

Influence/attention that stimulates public debate

Support or advocacy function

RESEARCHERS AT THE POLICY TABLE

Brokering relationship between those wanting data and those producing it

Recognizing that research moves into conflictual and dynamic process (Weiss)

If good and timing is right, “research enlightens—punctures old myths, offers new perspectives, and changes the priority of issues” (Weiss)

WHAT DO WE MEAN BY POLICY?EDWARD ZIGLER

Any principle, plan or course of action that has impact on children and families

Purpose of child policy: Provide information Provide funds Provide services that prevent or solve

problems Provide infrastructure that supports

policy efforts on behalf of children

THE POLICY PROCESS Initiation: problem defined

Estimation: consequences of status quo or particular action

Search for solutions: decide on action or no? Particular type of action?

From proposal to implementation (compromises, unintended consequences)

Evaluation: determination of effectiveness

Modifications, continuation, termination?

US CHILD AND FAMILY POLICIES:

More likely if it is linked to the national interest

Not just based on children’s needs

Emphasis is almost always on the economic bottom line

More often targeted rather than universal

Overwhelmingly treatment oriented (addressing problems after the fact)

HUMAN CAPITAL THEORY

Where business and economics meet early care and education

Focuses on investments that lead to skill formation that will have monetary benefits

Helps us predict which policies will affect skill formation ECE (under certain conditions!) can generate government

savings that repay their costs and can produce other returns to society that outpace most public and private investments

Human Capital Theory and ECE assume: Later skills build on earlier skills Development occurs in multiple stages Involves the interaction of nature and nuture Human capital and child development assume skill and

capability, involves multiple dimensions

KEY INSIGHTS FROM ECONOMIC THEORY

Spectrum of services best

Crucial role of early experiences

Prevention and Investment best

POLITICS OF POLICYPlayers (stakeholders) Those affected, those with expertise, those with

authority to make change, those who resist change

Pre-Requisites for success Public engagement (usually crisis) Broad Support Leverage points

Legacy of History Economic Implications Targeted Treatment Oriented Reluctance to get involved in “family affairs”

FINAL REFLECTIONThink about what your personal lens is in the

research, policy, practice triangle of communication.

Which culture are you most centered in?

Which culture seems most foreign to you?

Where will you need to work hardest to “build bridges” towards the commitment of a shared agenda between researchers, policymakers and practitioners?