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Objective Safety-net clinics such as health department family planning (HD) and federally qualified health centers (FQHCs) provide free or low-cost contraceptive care to low-income and uninsured populations. Integration of contraceptive focused training within safety-net clinics is essential to deliver comprehensive, patient-centered contraceptive care. In SC, HDs receive Title X funding, which requires providing training to staff. However, due to different funding policies, trainings may be less available to FQHC staff which creates gap in care. This study examined perceptions of impact of trainings on overall performance and patient care among safety-net clinics in South Carolina (SC) that received externally funded contraceptive trainings for healthcare providers and clinic staff. The key focus of this study was to identify the perceptions of training among clinical staff and providers in HDs and FQHCs in SC. Our study showed that when equal funding opportunities were provided, it expanded the opportunity of positive impact. Method Key informant interviews were conducted among 58 individuals, 31 HD and 27 FQHC clinic staff and system leaders in 2019. Interview questions assessed the respondent’s perception of trainings on overall performance and patient care. Formal informed consent was obtained before the interview and participation was voluntary. Interviews were conducted privately via phone by study staff at East Tennessee State University. The interview recordings were transcribed and coded with QSR International’s NVivo 12 qualitative data analysis software. A codebook was developed, and inter-rater reliability and consensus coding methodologies were utilized to ensure consistency of coding. Results The majority of HD and FQHC respondents identified improved quality of services and infrastructure as positive impacts of provided trainings (N=14 and N=12, respectively). Additionally, four respondents from FQHC sectors mentioned that training increased capacity for contraceptive provision. Challenges with staffing capacity such as not having time for training were mentioned as a negative perception among both sectors. Perception of impact of training on patient care were positive among most respondents (N=44). Most respondents from both sectors indicated improved capacity for patient counseling as a positive impact of training (N=26). Two FQHC respondents mentioned that training led to implementing best practices. Conclusion Positive perception of contraceptive training on overall performance and patient care have been identified throughout this study. Federal funding provides support for training implementation but restrictions in funding due to policy changes and different funding mechanisms limit some clinics. Although external funding provides support; this does not ensure the sustainability of trainings after completion of the funding period which can create gaps in care and contraceptive provision. Future research should focus on training sustainability models such as Train-the-Trainer to ensure continuity of positive impact in local and state levels.

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Social workers and other human services professionals helping families reintegrate after parental incarceration deal with multiple issues without a model of for facilitating family resilience. The purpose of this phenomenological research study was to explore the essence of the perceived role, activities, and practices of a sample of social workers and other human service professionals engaged in the use of family group conferences (FGCs). FGCs are also referred to as restorative justice, as they inform and assist human service professionals in developing clinical interventions and best practices to support reintegration, family preservation, and stabilization. The framework for this study was built around restorative justice theory, resiliency theory, and a larger social ecological theory and focused on the use of FGCs as a developing practice within family systems and the community. The primary research questions investigated the practitioners' experiences using FGCs. Data came from interviews of participants (15) drawn from professional associations and included their own case notes and reflections. The data was sorted and analyzed with the assistance of qualitative analysis software (Atlas.Ti7) to search for themes that may assist in identifying the phenomenon. The findings suggest that the FGC model should consist of a training curriculum, consistent practice, and dedicated and committed financial resources to support programs. This study impacts social change by informing human services professionals of current best practices and may provide a model of FGCs that will help implement services to families.

Indiana University-Purdue University Indianapolis (IUPUI) / Social narratives are considered by the National Professional Development Center on Autism Spectrum Disorders (NPDC) to be effective in reducing challenging behaviors, improving expected behaviors, and preparing for change. This study is addressing the gap in literature about educators’ and caregivers’ perceptions of the implementation of and the differences in implementation of social narratives with individuals with Autism Spectrum Disorder (ASD).

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In education, the field of implementation science is a discipline dedicated to supporting educators’ use of evidence-based practices (EPBs) to improve school and student outcomes. As highlighted in previous columns in this series, school teams must thoughtfully consider how EBPs align with the school/district core values and fit the local context (Kittelman et al., 2020), how school teaming can enhance implementation of EBPs (Kittelman et al., 2021), and what activities are needed to support implementation of EBPs at different stages (Ward et al., 2021). In this column, we describe how school teams and educators can use implementation drivers to implement EBPs with high implementation fidelity (as they are designed to be implemented; Caroll et al., 2007; Sanetti & Collier-Meek, 2019). We wish to draw attention to the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scale-Up of Evidence-Based Practices (SISEP; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu) and the National Center for Systemic Improvement (NCSI; https://ncsi.wested.org).

This View From the Field column is the third in a series describing the important contributions of the field of implementation science in supporting educators in implementing evidence-based practices (EBPs; Kittelman et al., 2020, 2021). In the previous columns, we highlighted the importance of selecting EBPs and establishing school implementation teams to provide support to students, and support to educators, in implementing EBPs. For this column, we focus on another component of the Active Implementation Frameworks (Metz & Bartley, 2012) by describing the actions and activities needed to move EBPs through different stages of implementation. In doing this, we highlight the important work of researchers and practitioners from the National Technical Assistance Center on the State Implementation and Scaling-Up of Evidence-Based Practices ([SISEP]; https://sisep.fpg.unc.edu) within the National Implementation Research Network (NIRN; https://nirn.fpg.unc.edu).

his “View From the Field” column is the first in a series discussing aspects of implementation science important for scaling up and sustaining evidence-based practices in schools and districts. Recent research suggests there are important approaches to instruction, behavior support, and mental health that have been empirically documented but are not being implemented widely across local schools and school districts (Ginns et al., 2020; Mazzotti & Plotner, 2016; Powell et al., 2020).