• By Laura Whybra
  • Posted on Wednesday 27th May, 2015

Improving outcomes with a science-based approach to prevention

Recent research suggests that the Communities that Care (CTC) approach improves youth outcomes by encouraging communities to use a science-based approach to prevention. The CTC model is what’s known as an “operating system” for community-based prevention. Through five stages of implementation, the model intends to give coalitions of community leaders the tools that they need to successfully…

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  • By Laura Whybra
  • Posted on Thursday 21st May, 2015

Early births need early intervention to reduce parental stress

Parents whose babies are born prematurely often come under sudden and lasting stress, with potential implications for their child’s later development, including emotional and behavior problems. Norwegian researchers have demonstrated how early intervention can help. The premature arrival of a baby can bring health and development concerns that undermine the intense joy normally felt by parents.…

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  • By Laura Whybra
  • Posted on Friday 15th May, 2015

Systematic reviews: are they really weighing all the evidence?

Where randomized control trials are viewed as a “gold standard” for research, some have called systematic reviews a “platinum standard.” Reviews aim to be the go-to source for policymakers interested in a particular topic. So it’s crucial that they give more credit to robust study designs, and less credit to weaker ones.A recent appraisal of SRs suggests that some do – and some don’t…

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  • By Laura Whybra
  • Posted on Wednesday 06th May, 2015

KEEPing stress and problem behaviors down in foster families

Constructing an evidence base for prevention programs takes time and patience. But accumulating results can transform their practical value for service planners – as demonstrated by the latest study of KEEP (Keeping Foster Parents Trained and Supported), an established parenting intervention for foster carers.Devised by researchers at the Oregon Social Learning Center (OSLC), KEEP drew on decade…

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