Kendal Gott FCST 423

        When a family educator is deciding upon or evaluating a program or practice, it is important to note how the program has been evaluated in the past (if the program has been evaluated in the past), or how will one evaluate the program for future use.  According to Darling and Cassidy (2014), “A program can be identified as evidenced based if “(a) evaluation research shows that the programs produces expected positive results; (b) the results can be attributed to the program itself rather than to other extraneous factors or events; (c) the evaluation is peer-reviewed by experts in the field; and (d) the program is “endorsed” by a federal agency or respected research organization and included in their list of effective programs (p.164).”

        The alternative to an evidenced-based program is an evidence-informed program.  This program skips much of the red tape and expense that is coupled with an evidence-based program and focuses on the content and characteristics of an effective program that one would also find in an evidenced-based program.  According to Darling and Cassidy (2014), “the evidenced-informed program improvement approach provides a framework for considering the principles of effective programs.  The author identified eleven principles of effective programs and organized them in four categories: (a) program design and content, (b) program relevance, (c) program implementation, and (d) program assessment and quality assurance (p.168).”

        Evidence-based programming is often preferred due to its met accreditation standards and the fact that evidence-based programming is most likely to receive financial support from funders. As stated by Darling and Cassidy (2014), “additionally a lack of consensus over the criteria used to determine or define evidence-based programs can make it difficult for a program developer or user to know what standards to pursue (p.168).”

        According to Darling and Cassidy (2014), “while it may be preferable to use a proven evidence-based program, it is not always an option, typically due to funding and staffing issues.  Evidence-informed programs incorporate principles of proven programs into existing programs.  This provides a way to increase the effectiveness of prevention programs (p. 168).”

While I would prefer to use a program that has already been formally evaluated and has already been proven to be effective, due to funding or staffing conflicts, that may not always be an option at the agency or organization that I am employed.  I feel that the evidence-informed program improvement framework provides a great evaluation method for the family educator to use when selecting and evaluating a program. 

Darling, C.A., & Cassidy, D. (2014). Family Life Education: Working with Families across the Lifespan, Third Edition. Long Grove, IL:          Waveland Press, Inc.