mapping evidence-based programmes for schools and the community using cayt [march 2017]
TRANSCRIPT
Jamila BoughelafHead of Programmes
Mapping evidence-based programmes for schools and
the communityThe Centre for Analysis of Youth Transitions
Our approachA holistic, life-course, systemic approach to prevention:
Developing life skills that build resilience to risk.
Throughout a young person’s lifetime
CMO
ann
ual r
epor
t: 20
11 ‘O
n th
e st
ate
of th
e pu
blic
’s he
alth
’
How do we improve alcohol and drug education?
Evidence
•Accountability•Confidence•Learning and improvement
•Evaluation of impact
What is evidence?
• Rigorous evaluation assessing impact and outcomes
• Replicability across multiple settings• Sustained effects over time
“A well supported evidence-based intervention programme is usually comprised of two components: a strong magnitude of impact, along with a fair and rigorous methodological approach” (Nation et al., 2003)
How does evidence inform practice?
Standards for curriculum based education
Evidence-based off the shelf programmes
Building our evidence baseMentor-ADEPIS is publicly acknowledged as the leading source of evidence-based resources for alcohol and drug education and prevention for schools.
CAYT database
Aims to draw together evidence on ‘what works’ in terms of policies and interventions designed to assist young people in their transitions from education to work, as well as reducing engagement in risky behaviours.
cayt.mentor-adepis.org
Target audience• Commissioners willing to use the database
to obtain evidence of what really works to improve outcomes
• Practitioners or service providers willing to have their evaluation studies assessed for impact and quality and then deposited in the repository so that users can understand whether their service has genuine impact.
Our focusEarly interventions and youth programmes aimed at:• Children, adolescents, teenagers and young
adults• Preventing risky behaviour/promoting good
behaviour• Ensuring better school attendance or attainment
for youth• Ensuring better labour market outcomes for
youth
Criteria for inclusion• Clear and independent evaluation• Clear theory of change with clear
outcomes• Programme development based on
evidence
Inclusion of information on best and ‘emerging’ practice in the prevention field
Impact grades
High
Medium
Low
None
Level of evidence grades (type of study)
Various RCTs
RCT
Statistical modelling
Use of comparison groups
Before and after evaluation
Statistical correlation
Descriptive
Basic study
mentoruk.org.uk @Mentortweets
mentor-adepis.org @MentorADEPIS
cayt.mentor-adepis.org
Email: [email protected] Phone: 020 7552 9920
Stay connected