Did the troubled families programme intervention contribute to positive change and outcomes being achieved for families worked with within a local authority, if so, how?: A realistic evaluation using parent and professional perspectives
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Abstract
This research adopted a Realistic Evaluation approach (Pawson and Tilley, 1997) to elicit and refine the theoretical understanding of how the Troubled Families programme (TFP) may have facilitated positive outcomes for a proportion of service-users within one focus local authority.
A Realist Synthesis approach (Pawson, 2006) was undertaken to identify the context-mechanism-outcome configurations (programme theories) underpinning the TFP. These identified programme theories were presented to key stakeholders (parents and family support workers) to be validated, refined or falsified.
The theoretical basis of the TFP was refined to explicate how: ‘a dedicated family support worker’, ‘delivering practical support’, ‘adopting a persistent and assertive approach with families’, ‘understanding families as a whole’ and ‘establishing common purposes and actions’, as theories, facilitate positive outcomes for families, as per the TFP success criteria.
The findings of the present research refined understanding of ‘what works, for whom and under what circumstances?’ in relation to the TFP.
To this end, findings are discussed with respect to the implications for family support practices. In addition, the implications for the practice of educational psychologists with respect to the methodology adopted as well as the area of intensive family support are also discussed.
