A review of research specific to the active participation of mental health consumers in mental health research indicates that consumers have little input into mental health services program development or evaluation. Participatory action research, which is strengths-based and action-oriented, offers a process through which people utilizing mental health services and social work researchers can work together to develop evaluation and assessment tools that are both more relevant to program outcomes and empowering to the people whose progress they measure. Congruent with basic social work values of empowerment and social justice, participatory research assists in breaking down long-standing power imbalances between consumers and workers / researchers in the field of mental health. The primary intervention involved the practicum student working collaboratively with a group of mental health consumers to design and complete a research project, where the topic was chosen by the consumer researchers. The student prepared educational sessions so that knowledge of the research process was transferred to the consumer researchers. The consumer researchers progressed through each phase of the project, ultimately completing the project and publishing the research findings. The practicum student learned how to facilitate a participatory action research project, as well as learning the skills associated with working with self-help organizations and their members. Learning goals included increased proficiency in project management skills, research management skills, and research team coordination. Facilitation of a participatory action research project differs from others in its emphasis on shared decision-making and ongoing examination of power relationships. The student’s progress was evaluated by using the following methods: a student supervision form, a post-intervention interview with organizational representatives, and the student’s progress journal. Findings indicated growth in the areas of project management (organizational and facilitation skills), research management (teaching research methodology), and research team coordination (support and accommodation). Areas of continued possible growth were also identified. The practicum intervention was evaluated by using the following methods: A Consumer Constructed Empowerment Scale (CCES) was used to measure pre and post-test indicators of consumer researchers’ empowerment (quantitative), consumer skill logbooks, post-intervention interviews with consumer researchers, and post-intervention interviews with organizational representatives. Empowerment was measured at the individual, group, and organizational levels. Qualitative findings indicated increased perceptions of empowerment at all levels. Findings from the CCES indicated positive trends toward empowerment in one subscale, minimal change in four subscales, and a significant change in the overall empowerment score. / February 2008

A review of research specific to the active participation of mental health consumers in mental health research indicates that consumers have little input into mental health services program development or evaluation. Participatory action research, which is strengths-based and action-oriented, offers a process through which people utilizing mental health services and social work researchers can work together to develop evaluation and assessment tools that are both more relevant to program outcomes and empowering to the people whose progress they measure. Congruent with basic social work values of empowerment and social justice, participatory research assists in breaking down long-standing power imbalances between consumers and workers / researchers in the field of mental health. The primary intervention involved the practicum student working collaboratively with a group of mental health consumers to design and complete a research project, where the topic was chosen by the consumer researchers. The student prepared educational sessions so that knowledge of the research process was transferred to the consumer researchers. The consumer researchers progressed through each phase of the project, ultimately completing the project and publishing the research findings. The practicum student learned how to facilitate a participatory action research project, as well as learning the skills associated with working with self-help organizations and their members. Learning goals included increased proficiency in project management skills, research management skills, and research team coordination. Facilitation of a participatory action research project differs from others in its emphasis on shared decision-making and ongoing examination of power relationships. The student’s progress was evaluated by using the following methods: a student supervision form, a post-intervention interview with organizational representatives, and the student’s progress journal. Findings indicated growth in the areas of project management (organizational and facilitation skills), research management (teaching research methodology), and research team coordination (support and accommodation). Areas of continued possible growth were also identified. The practicum intervention was evaluated by using the following methods: A Consumer Constructed Empowerment Scale (CCES) was used to measure pre and post-test indicators of consumer researchers’ empowerment (quantitative), consumer skill logbooks, post-intervention interviews with consumer researchers, and post-intervention interviews with organizational representatives. Empowerment was measured at the individual, group, and organizational levels. Qualitative findings indicated increased perceptions of empowerment at all levels. Findings from the CCES indicated positive trends toward empowerment in one subscale, minimal change in four subscales, and a significant change in the overall empowerment score.

A review of research specific to the active participation of mental health consumers in mental health research indicates that consumers have little input into mental health services program development or evaluation. Participatory action research, which is strengths-based and action-oriented, offers a process through which people utilizing mental health services and social work researchers can work together to develop evaluation and assessment tools that are both more relevant to program outcomes and empowering to the people whose progress they measure. Congruent with basic social work values of empowerment and social justice, participatory research assists in breaking down long-standing power imbalances between consumers and workers / researchers in the field of mental health. The primary intervention involved the practicum student working collaboratively with a group of mental health consumers to design and complete a research project, where the topic was chosen by the consumer researchers. The student prepared educational sessions so that knowledge of the research process was transferred to the consumer researchers. The consumer researchers progressed through each phase of the project, ultimately completing the project and publishing the research findings. The practicum student learned how to facilitate a participatory action research project, as well as learning the skills associated with working with self-help organizations and their members. Learning goals included increased proficiency in project management skills, research management skills, and research team coordination. Facilitation of a participatory action research project differs from others in its emphasis on shared decision-making and ongoing examination of power relationships. The student’s progress was evaluated by using the following methods: a student supervision form, a post-intervention interview with organizational representatives, and the student’s progress journal. Findings indicated growth in the areas of project management (organizational and facilitation skills), research management (teaching research methodology), and research team coordination (support and accommodation). Areas of continued possible growth were also identified. The practicum intervention was evaluated by using the following methods: A Consumer Constructed Empowerment Scale (CCES) was used to measure pre and post-test indicators of consumer researchers’ empowerment (quantitative), consumer skill logbooks, post-intervention interviews with consumer researchers, and post-intervention interviews with organizational representatives. Empowerment was measured at the individual, group, and organizational levels. Qualitative findings indicated increased perceptions of empowerment at all levels. Findings from the CCES indicated positive trends toward empowerment in one subscale, minimal change in four subscales, and a significant change in the overall empowerment score.

Despite the recent calls made by scholars in the evaluation field regarding the importance of evaluation policy and its influence on evaluation practice, there remains a lack of empirical evidence pertaining to the relationship between evaluation policy and evaluation capacity building (ECB). This study sought to explore the role of evaluation policy in building, or in impeding, organizational capacity to do and use evaluation. Through three interconnected studies—a review of an extensive sample of evaluation policies; interviews with scholars and practitioners from Canada, the United States, and Europe; and focus groups held with evaluation community members in Jordan and Turkey—the research identified a set of 10 categories of evaluation policy and proceeded to develop and validate an ecological framework depicting the relationship between evaluation policy and organizational capacity to do and use evaluation. The findings suggest that the role of evaluation policy in building organizational capacity for evaluation is moderated by a number of variables operating at the contextual, organizational and individual levels and that an in-depth understanding of the dynamic, unfolding and ongoing connections between ECB, on the one hand, and the broader social, economic, political and cultural systems associated with an organization, on the other, is essential in focusing ECB efforts. While the findings reveal that the role of evaluation policy in leveraging organizational evaluation capacity has been limited, they also show some evidence that if an evaluation policy is carefully designed to privilege learning as a central and desirable function of evaluation it will be more likely to have a positive influence on the organizational capacity to do and use evaluation. The investigation helps to advance understanding of these connections and provides some insight into the components of evaluation policies and the role that they might play in shaping the future of evaluation practice. This thesis makes an important contribution to the body of knowledge on organizational evaluation capacity. Although much has been published in the evaluation literature on ECB, its relationship to evaluation policy has not been explored or described based on empirical data. The main practical implication of the research is the possibility for organizations seeking to develop evaluation policies that are ECB-oriented to use the ecological framework and the set of evaluation policy categories as guides. Similarly, organizations that are seeking to review and update their current policies to make them more ECB-friendly stand to benefit in this way. Future research may focus on expanding the scope of the framework and its applicability for different types of organizations in different contexts. Finally, it is argued that the development of policies designed to promote learning is a necessary step towards the advancement of evaluation practice.

Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Treatment outcome research strives towards objective estimates of disorder-specific treatment efficacy and has been applied to most psychiatric disorders. However, due to shortcomings in outcome research designs, problems still remain regarding the interpretation and generalisability of treatment outcomes. This is despite the development of research methodology criteria such as the Gold Standards, currently viewed as essential criteria for well-controlled cognitive-behavioural outcome research. The objectives of this assignment are (a) to assess the Gold Standards as criteria for treatment outcome research by means of a qualitative overview and evaluation of exposure treatment studies for PTSD, and (b) to make recommendations for the expansion and/or modification of these criteria. An assessment of five selected treatment outcome trials, based on the Gold Standards, showed significant limitations in the scope of the Gold Standards regarding (a) the inclusion of target symptoms in the research hypotheses, (b) estimates of treatment adherence, (c) guidelines for statistical analyses of attrition points, (d) the ethical implementation of exposure treatment, and (e) estimates of significant clinical change. It is concluded that the Gold Standards are not sufficient to ensure valid and reliable treatment outcomes. Recommendations are made for the expansion of four of the existing Gold Standards parameters and three additional criteria are proposed. Key words: treatment outcome research, Gold Standards, post-traumatic stress disorder, exposure therapy. / AFRIKAANSE OPSOMMING: Navorsing oor behandelingsuitkoms streef na objektiewe resultate oor die uitkoms van behandeling vir spesifieke psigiatriese versteurings. Nogtans, weens tekortkominge in die ontwerp van uitkomsstudies, word talle probleme steeds ervaar met die interpretasie en veralgemeenbaarheid van die resultate van die studies. Dit is die geval ten spyte van die ontwikkeling van navorsingskriteria soos die "Gold Standards" wat huidig as die belangrikste kriteria vir uitkomsstudies op die gebied van die kognitiewe gedragsterapie aanvaar word. Hierdie projek het ten doelom (a) die Gold Standards as kriteria vir uitkomsnavorsing te assesseer deur middel van 'n kwalitatiewe oorsig en evaluering van vyf geselekteerde uitkomsstudies van blootstellingsterapie vir post-traumatiese stresversteuring, en (b) om aanbevelings te maak ter aanvulling enJofwysiging van die Gold Standards. Evaluasie van die studies het betekenisvolle beperkings in die Gold Standards se omvattenheid uitgelig in terme van (a) die insluiting van teikensimptome in die navorsingshipoteses, (b) die skatting van behandelingvoitrekking ("treatment adherence"), (c) riglyne vir die statistiese analise van data oor attrisie, (d) die etiese implementering van blootstellingsterapie, en (e) skattings van betekenisvolle kliniese verandering. Dit blyk dat die Gold Standards nie voldoende is om geldige en betroubare resultate oor behandelingsuitkomste te verseker nie. Aanbevelings word gemaak vir die hersiening van vier van die Gold Standards kriteria en drie addisionele kriteria word voorgestel. Sleutelwoorde: behandelingsuitkomsnavorsing. Gold Standards, post-traumatiese stresversteuring, blootstellingsterapie.

An adoption model was proposed to examine the influence of four types of organizational factors- organizational capacity, organizational structure, operating environment and grantmaking orientation- on the adoption of four effectiveness best practices, formal evaluation, knowledge management, leadership development and operating grants in philanthropic foundations. Data were collected from a national survey of foundations and the Foundation Center database. The results indicate that the grantmaking orientation of a foundation is the greatest indicator of adoptive behavior. Furthermore, capacity constraints are most relevant to the adoption decision when the adopting practice requires significant investments of time, money and expertise. Given the social and political context in which the effectiveness best practices are associated, this dissertation research has broad relevance for the ways in which foundation behavior is perceived and the means by which that behavior is shaped through policy and practice.

This study explored the evaluation practices of internal evaluators in public school districts in a large southern state. The individuals who conduct evaluations in school districts as internal evaluators were identified and background information was collected. The education and training in evaluation was investigated and the types of evaluations typically conducted by those individuals. Respondents (n = 134) revealed conducting evaluations was a secondary role and part of their main job responsibilities. The types of evaluations carried out and the way in which evaluation was practices were revealed. A descriptive framework of the individuals who conduct evaluations in school districts and the ways those evaluations were carried out is presented. Six dimensions were used to summarize evaluation practice: Holistic, Mixed Method Decision Making, Procedures Valued, People Valued, Users Engaged/Embodied, Evaluator as Mediator. Three one-way MANOVAs were conducted to identify differences in evaluation practice. Differences in practice were found among evaluators based on the highest degree obtained, and area of highest degree held by respondents.

It is well-known that meaningful differences in development exist among children, adolescents, and adults. However, to what extent do evaluators adapt their approach, designs, and methods to be responsive to a youth population? This study used an experimental simulation in which practicing evaluators designed an evaluation of a hypothetical tutoring program and were randomly assigned to the program serving children, adolescents, or young adults. Results indicate that evaluators were less likely to be participatory—both in the evaluation overall and in data collection—when the participants of the program were children than when they were adults. These findings suggest that evaluators, even those with experience conducting evaluations of youth programs, do not consider age as a meaningful cultural context and may need additional training in conducting developmentally appropriate evaluations.

Indiana University-Purdue University Indianapolis (IUPUI) / Dehydrins are type II LEA proteins induced in many plants during drought, low temperature, and high salinity to confer stress tolerance. AtERD14 is an Arabidopsis thaliana dehydrin that functions in part of the cold stress pathway. AtERD14 has chaperone-like capabilities that allow it to bind and protect various proteins from dehydration stresses. In order to determine the necessary components for cold induction of AtERD14, AtERD14prom::GFP/GUS and AtERD14prom::AtERD14 in AtERD14 KO constructs were created and stably transformed into A. thaliana. Analysis of the constructs showed the AtERD14 promoter alone was insufficient to respond to cold, and it was necessary to attach the AtERD14 coding region to the promoter to induce a cold response in ERD14. On the other hand, the RD29aprom::GFP/GUS promoter did respond to cold stress, indicating that RD29a does not require its coding region to support an increased amount of reporter activity after cold stress. The protoplast transformation system, while capable of transient expression of introduced constructs in protoplasts, was difficult for use for cold-inducible expression.

yes / Purpose: This paper discusses the experiences of a group of ten user and carer researchers from mental health and learning disability services who worked together in a research and evaluation project between 2009 and 2012. The research project aimed to identify changes that took place as over 300 people moved from hostel accommodation into independent tenancies in flats and bungalows. These moves were part of a three year project involving a partnership between a local authority and a housing association. Design / approach: The paper describes the process of involving user and carers in the research process, identifying the challenges and benefits of involving users and carers. The ways in which people were trained and supported to take part and stay involved are outlined, as well as how the group felt they learnt new skills and increased their confidence. Findings: User involvement in research can mean different things with different levels of involvement, from consultation through to user-controlled research. The collaborative study had a range of benefits for the lives of the co-researchers, as well as contributing to the development of a new independent living service. A number of factors contribute to the success of user involvement in research and these are listed. Originality / value: This paper adds the voices of the co-researchers to the literature and provides ‘lessons learned’ for other researchers in this area.