Applying ‘Intentional Practice’ to Design, Implement ... · Grass Roots Conceptual Model . ... Implement and Embed a Grass Roots Positive Education Intervention Dr Ivan Raymond

Applying ‘Intentional Practice’ to Design, Implement and Embed a Grass Roots

Positive Education Intervention

Dr Ivan Raymond

Clinical Psychologist, PhD

Life Buoyancy Institute

[email protected]

www.PESA.edu.au © PESA 2018


How can we make a difference in the lives of the people we support?


What is a program? “A plan or procedure for dealing with some matter” (Collins Dictionary)

Community service and educational settings:

“Any intervention (or process/method) that is planned to deliver desired individual and/or group outcomes (therapeutic, trauma, growth, educational etc).”


Programs within Programs

Entire Program Model (Whole-of-Service)

Smaller Programs

Smaller Programs

Individual program/ intervention

Individual program/ intervention


Positive psychology and wellbeing interventions have the potential to do harm?

Suppressing Experiences Inhibits healthy growth/wellbeing/learning outcomes

Activating Experiences Activates healthy growth/wellbeing/learning outcomes

The same event, program, relationship or intervention


Program development and implementation science indicates that higher impact programs (interventions) uphold the following features: • Conceptually sound – clear logic between outcomes and methods (supported by evidence) • Targeted – they are targeted to the client group and need • Program integrity (fidelity) – they are implemented in a manner as per their design

(including amongst different staff) and with high quality • Responsive – they are matched to client’s interests, motivation and learning style etc • Skill-focused – they bring an outcome focus to developing ‘skills’

Raymond, I. J. (2018). A programme logic framework designed to strengthen the impact and fidelity of wellbeing and behavioural interventions. In P. Slee, G. Skrzypiec & C. Cefai (Eds.), Child and adolescent well-being and violence prevention in schools. London: Routledge. Raymond, I. J. (2016). Can intensive wilderness programs be a catalyst for change for young people at risk of offending, educational disengagement and poor wellbeing? (Doctoral Thesis). Flinders University, Adelaide. Retrieved from https://theses.flinders.edu.au/view/ea878663-d366-41cf-a11b-dc7a75e412c7/1

Implementation and Program Development Science

https://theses.flinders.edu.au/view/ea878663-d366-41cf-a11b-dc7a75e412c7/1











Program development is not an exact science. The activation of safe and higher impact outcomes through program design and implementation is underpinned by:

• High Awareness – this brings awareness to the needs and

experiences of the clients, the intent or purpose of the program, the desired program outcomes and the methods to achieve them.

• Growth-Focused Intent – ongoing attention is brought to ‘growth’ as a process, philosophy and methodology.


Intentional practice represents a growth-focused program design and implementation method that can operationalise positive psychology interventions at the

program design level and then guide their implementation through moment-to-moment practice (or teaching, case work, implicit and explicit learning

approaches).

It is a method to contextualise or tailor interventions to individual context, setting and clients.


Intentional Practice is an umbrella term that refers to any intervention where the supporting adult (or program/institution) brings mindful awareness to the desired outcomes (“what”) and associated processes (“how”) within the intervention. It is founded upon three key questions:

• What is the intent or energy we are bringing to an individual relationship or intervention process?

• What outcomes are we are hoping to achieve?

• How, or by which method, are we seeking to deliver these outcomes?

For more information:

https://www.youtube.com/channel/UCJUkXu1KMyhCHQr6Q_Lxqdg

http://www.lifebuoyancy.org/intentional-practice/

What is Intentional Practice?








To increase the probability of achieving safe and higher impact wellbeing and behavioural outcomes in the support and interventions provided by individuals, programs and institutions.

Intentional practice seeks to:

• Complement and strengthen

• Describe and not prescribe

https://www.youtube.com/watch?v=Uun2H3m7mHg

Intent of Intentional Practice





Intentional practice teaches people ‘How to Fish’ (develop interventions that have an activating effect), as opposed to

offering all the fish (prescriptively defining or recommending a certain intervention or program)


Strategic Layer

Program Layer

Moment to Moment Practice

‘Multi-Levelled’ Application


Raymond, I. J. (2018). A programme logic framework designed to strengthen the impact and fidelity of wellbeing and behavioural interventions. In P. Slee, G. Skrzypiec & C. Cefai (Eds.), Child and adolescent well-being and violence prevention in schools. London: Routledge. Raymond, I. J. (2016). Can intensive wilderness programs be a catalyst for change for young people at risk of offending, educational disengagement and poor wellbeing? (Doctoral Thesis). Flinders University, Adelaide. Retrieved from https://theses.flinders.edu.au/view/ea878663-d366-41cf-a11b-dc7a75e412c7/1 https://www.youtube.com/channel/UCJUkXu1KMyhCHQr6Q_Lxqdg

















Developing a Program Logic Model

1. Describe Outcomes (‘What’) Describe all desired program outcomes, and then work to categorise them as short-, medium- and long-term. Operationalise all short-term outcomes in descriptions that can be understood by all local personnel. Consider framing these as ‘growth intent’.

2. Describe Methods or Components (‘How’) Describe all the key intervention components or methods that will be employed to deliver the stated outcomes. Seek to operationalise these in descriptions that would be understood by all local personnel.

3. Articulate the Intent Seek to understand the philosophy, values or broad intent (e.g., growth intent) that underpins the entire program design. Ensure this is clearly articulated within the model.

4. Formulate the logic (or theory) Formulate an intent or theory for each intervention component by articulating a relationship with a short-term outcome (or growth intent). Draw upon scientific evidence to articulate and review this relationship.

5. Communicate the model Work to find a creative way to represent the content in a logical manner. Summarised from Raymond, I., Iasiello, M., Kelly, D., & Jarden, A. (submitted). Program logic modelling and complex positive psychology intervention design and implementation: The ‘Resilient Futures’ case example. International Journal of Applied Positive Psychology.


Case Example Morphett Vale East Primary and Kindergarten

For case study of MVES leaders speaking about approach and modelling go to: https://www.youtube.com/watch?v=MSnstDxS7jU&t=114s

Grass Roots Conceptual Model

https://www.youtube.com/watch?v=MSnstDxS7jU&t=114s




Intentional Practice Implementation Model


1. Describing Outcomes (Long-Term Impact)

Articulate a vision (or long-term impact) for your program

• Flourishing

• Thriving

• Life buoyancy

• Whole-of-school wellbeing

• Pro-social and resilient community member

• ‘Developing thinkers’ (thinking to learn, learning to think)


1. Describing Outcomes (Medium-Term Expression) Consider the key intermediate outcomes you need to bring attention to (or

grow in your clients) in order to achieve this impact. Seek to break down the long-term impact into both behavioural (e.g., engagement) and psychological (e.g., wellbeing) markers. • Increased capacity to self-regulate (wellbeing) • Clients respond rather than react (wellbeing) • Increased self-esteem and self-confidence (wellbeing) • Increased school attendance (engagement) • Reduced aggression (engagement) • Reduced alcohol and drug use (engagement) • Increased completion of homework (engagement) • Accessing mental health support (engagement)


1. Describing Outcomes (Short-Term Outcomes or ‘Growth Intent’)

Consider the short-term outcomes (or areas of growth intent) you need teachers, program facilitators or all personnel to bring awareness to in the delivery of the program. Try to frame them in words local staff would understand. These outcomes are smaller building blocks of the medium-term expression (or medium-term outcomes), and can be categorised into (1) awareness, (2) skills, (3) mindsets and (4) others. Awareness

• Awareness of triggers and impact of behaviours • Awareness of ‘what is resilience’

Skills • Skill to stop, think and ground self (mindfulness) • Skill to negotiate with others

Mindsets • ‘adults are safe, adults care’ • ‘through effort and determination, things can get better’ (growth mindset)

Other • Increased attendance at scheduled appointments


2. Describing Methods or Components (‘How’)

Raymond, I., Iasiello, M., Kelly, D., & Jarden, A. (submitted). Program logic modelling and complex positive psychology intervention design and implementation: The ‘Resilient Futures’ case example. International Journal of Applied Positive

Psychology.


2. Intervention Components

What are the core intervention components that are essential to the delivery of the desired program outcomes (what does evidence say?).

If all our staff and leaders were hit by a bus, what essential components would new leaders need to bring strong ongoing awareness to such that safe and higher impact outcomes are achieved?

This can be done in a very granular manner (e.g., ‘relationships that are consistent, founded upon routine and predictable’) or it can be themed up (e.g., ‘trauma-informed relationships’).


2. Intervention Components: Resilience Skills Development Program

Explicit training to young people →→→ grow awareness of content

Case work or/and moment-to- →→→ grow skills to apply content

moment coaching relationships

Electronic and online portals →→→ grow mindset ‘wellbeing and resilience is important’)

Raymond, I., Iasiello, M., Jarden, A., & Kelly, D. (in press). Resilient Futures: An individual and system-level approach to improve the wellbeing and resilience of disadvantaged young Australians. (Accepted with revisions: Translational Issues in Psychological Science).


2. Intervention Components:

Brainstorm core intervention components.

Then distil them into core themes (key intervention components).


3. Articulate the ‘Underpinning Intent’ of Your Program

Consider what are the core practice or program philosophies underpinning your program? Is the intent of your program about:

• Change

• Punishment

• Growth

• Compliance

• Supervision

• Behaviour management

• Managing risk

• Teaching

• Fixing

What sort of service or program do you want to be? E.g., growth focused, compliance focused, punishment focused. What category of intent do you want to bring stronger focus to?

Growth versus compliance intent: Raymond, I. J. (accepted). Trauma-informed residential programming: We know ‘what’ we need to focus on….but ‘how’ do we implement this? A case for intentional practice. (submitted to Residential Treatment for Children and Youth). Raymond, I. J., & Lappin, S. (2017). EIYBC Program implementation review (2013-2016) and future directions. Adelaide: Connected Self Pty Ltd. Retrieved from https://territoryfamilies.nt.gov.au/__data/assets/pdf_file/0005/433058/eiybc-program-implementation-report.pdf

https://territoryfamilies.nt.gov.au/__data/assets/pdf_file/0005/433058/eiybc-program-implementation-report.pdf










4. Formulate the Logic or Theory (Relationship Between ‘Component’ and ‘Growth Intent’)

Developing a ‘theory’ of growth or change. When this theory is widely understood, then the program is more likely to be delivered with higher fidelity and impact.

In advanced applications of intentional practice, program developers bring focus to the ‘activating processes’ of validation, curiosity and coaching in the explanation of theory of growth/change. This is representative of frontal lobe activation.

Describe a logic or relationship between 2-3 components and the growth intent (or short-term outcomes).


4. Formulate the Logic or Theory (Relationship Between ‘Component’ and ‘Growth Intent’)

Trauma-informed intentional practice (IMPACT Program)

→→→ Grows staff capacity to ‘respond to need’ (and not react to behaviour), and develop individualised growth or teaching plans that bring attention to growing student’s awareness and skills

Gratitude intervention taught in classroom

→→→ Grow awareness of ‘what is gratitude’, it applications and why it is important

Activating student voice →→→ Students who feel validated and understood are more likely to become curious about learning new content, and be active participants in their own growth, and develop increased awareness and skills in the process.

Restorative conversations (restorative practice)

→→→ When conducted in a validating and curious manner, conversations increase young person’s awareness about their triggers, behaviours and consequences of actions.


5. Communicate the Model

Find a way to communicate your model in a manner where (1) the outcomes (‘what’), (2) the method (‘how’) and (3) the intent of the program are clear and easy to understand across your program, agency and stakeholders. Continually re-activate this content in your staff and stakeholder’s minds. When you are considering a change to your program (e.g., a new training package, new funded requirement), then update your model or approach such the additions are integrated into an existing component or clearly articulated alongside other components. Be careful not to layer new things into your program without a clear rationale or intent behind it. Conduct intentional program design changes.


Implementation

1. Engage your team in the development process. Don’t impose, engage widely and seek feedback. Local ownership is key.

2. Each intervention component should be clearly defined and come with a set of 3-5 core benchmarks (or embedding strategies) and agreed site actions for quality implementation.

3. Have a quality assurance plan that brings awareness to each benchmark. Consider a third-party conducting a process evaluation or benchmark assessment of your program. What you measure, you treasure!

4. Consider a mentor, coach or other expert to support you in implementation (e.g., another school or agency who is implementing this intervention component).


Moment-To-Moment Intentional Practice (IMPACT Program)

Intentional Model and Practice Approach for Clients to Thrive

IMPACT is a competency-based program to train your staff to support children and young people in an intentional, high aware, growth-focused and trauma-informed manner (moment-to-moment). It represents an implementation method to bring high awareness to moment-to-moment implementation of positive psychology inteventions (or any other teaching, wellbeing or clinical intervention).


Intentional practice

• http://www.lifebuoyancy.org/intentional-practice/

Introduction to Intentional Practice

• https://www.youtube.com/watch?v=Uun2H3m7mHg

Intentional practice research and evidence

• http://www.lifebuoyancy.org/research-and-evidence/

Applications

• https://www.youtube.com/channel/UCJUkXu1KMyhCHQr6Q_Lxqdg

IMPACT Program

• http://www.lifebuoyancy.org/impact-program/

Further Information







http://www.lifebuoyancy.org/research-and-evidence/








http://www.lifebuoyancy.org/impact-program/




Applying Intentional Practice to Design, Implement and Embed a Grass Roots

Positive Education Intervention

Dr Ivan Raymond

Clinical Psychologist, PhD

Life Buoyancy Institute

[email protected]


Documents

Applying ‘Intentional Practice’ to Design, Implement ... · Grass Roots Conceptual Model . ... Implement and Embed a Grass Roots Positive Education Intervention Dr Ivan Raymond