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<p>The Oregon Department of Human Services commissioned the adaptation of KEEP, an evidence-based program for parents caring for children in the child welfare system (CWS), specifically for transcultural families in the CWS. Creating an adaptation that was well received by families proved difficult amidst polarized political tension. We utilized the Planned Adaptation framework (Lee et al. in: Am J Community Psychol 41:290–303, 2008) to: (a) examine the theory of change to identify the core elements necessary in KEEP (this involved examining previous randomized controlled trials to identify change agents), (b) identify the unique needs of the population for which the EBPI is being adapted (this involved consulting experts in the field), (c) adapt the content (one example is how we wove conversations about race throughout the curriculum), and (d) adapt an evaluation strategy (we utilized a combination of fidelity rating and video coaching). We report on five key lessons learned throughout this adaptation process which include: (a) checking personal biases, (b) pre-teaching and establishing intentional guidelines, (c) Interweaving conversations about race throughout the curriculum, (d) recognizing that the EBPI adaptation is just one step, and (e) understanding the continual process nature of an adaptation. The adaptation process described in this paper provides an example for researchers and practitioners aiming to adapt interventions for transcultural families within the CWS.</p>

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Lessons Learned While Adapting an Evidence-Based Preventative Intervention for Transcultural Families

  • 期刊论文

  • 发表日期：

    2025年9月23日

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  • Miriam Clark,
  • Rohanna Buchanan,
  • LaShaun Brooks,
  • Inga Wilson,
  • Jessica Hughitt,
  • Carol Warren,
  • Katie Bennett,
  • Jayme Rosado,
  • Patricia Chamberlain

摘要

The Oregon Department of Human Services commissioned the adaptation of KEEP, an evidence-based program for parents caring for children in the child welfare system (CWS), specifically for transcultural families in the CWS. Creating an adaptation that was well received by families proved difficult amidst polarized political tension. We utilized the Planned Adaptation framework (Lee et al. in: Am J Community Psychol 41:290–303, 2008) to: (a) examine the theory of change to identify the core elements necessary in KEEP (this involved examining previous randomized controlled trials to identify change agents), (b) identify the unique needs of the population for which the EBPI is being adapted (this involved consulting experts in the field), (c) adapt the content (one example is how we wove conversations about race throughout the curriculum), and (d) adapt an evaluation strategy (we utilized a combination of fidelity rating and video coaching). We report on five key lessons learned throughout this adaptation process which include: (a) checking personal biases, (b) pre-teaching and establishing intentional guidelines, (c) Interweaving conversations about race throughout the curriculum, (d) recognizing that the EBPI adaptation is just one step, and (e) understanding the continual process nature of an adaptation. The adaptation process described in this paper provides an example for researchers and practitioners aiming to adapt interventions for transcultural families within the CWS.