Translational research moves beyond the applied research approach by placing practitioners at the centre of the research enterprise and by creating reciprocal relationships of learning, knowing and doing between academics and practitioners. In this form of praxis, traditional roles and identities are re-understood and re-defined. To accomplish this, a high degree of mutuality, trust and respect must be developed amongst all participants.
This presentation draws upon an evolving practice-centered research process, beginning with the creation of theory through the involvement of practitioners, agencies, youth, families and academics. Using a grounded theory methodology, the initial project drew upon the life-space experiences of youth, workers and parents in 10 residential programs in order to create a theory grounded in practice of what makes effective residential group care. The resulting theoretical framework was then utilized by a university-based group partnering with practitioners in a different jurisdiction to construct a residential program model that is currently being implemented and maintained by practitioners with technical support to improve the quality of practice in dozens of agency programs across five countries.
Continuing the practice-theory-practice learning cycle, the process of implementation in a sample of these agencies was then studied in order to develop a “mini” grounded theory of implementation and agency change. In turn, the resulting theoretical frameworks have been shared with all agencies utilizing the program model in order to enhance their ongoing developmental processes, as well as now forming part of the orientation of agencies new to this quality improvement process.
This practice –to-theory-to-practice-to theory-to-practice cycle is proving to have powerful impacts on staff, agencies, clients and the academics involved. A central construct emerging from the initial theory development, namely congruence, is proving to have staying power throughout subsequent practice-theory-practice cycles. Not only do the line staff need to be congruent with the needs of the young residents and their families, the program managers need to be congruent with the needs of line-staff, the policy-makers need to be congruent with the needs of the program managers and line-staff, and the academics need to act in congruence with the needs of all the various components of the residential care system. In order for such congruence to be possible, a common set of principles and values have to be articulated and committed to by all parties. A separate presentation in this symposium will make reference to this process and some of the innovative outcomes at an agency level.
It is proposed that such a practice-theory-practice cycle could be established in any context where academics are open to engaging with practitioners, and vice-versa, in a collaborative, reciprocal and sustained manner. Such relationships appear highly beneficial for both the academic teams and community practice agencies, resulting in ongoing improvements and professional growth at all levels for all participating partners. For example, on the one hand, some of the practitioners begin to engage in and even generate research, while academics, on the other hand, begin to engage practice concerns and even innovate new forms of practice. The result can be a highly stimulating cycle of change that is sustained and evolves in unanticipated directions, building on the creativity and initiative brought to the fore in active partnerships.
