title: A theory of change driven approach to evaluating a multi-agency stalking intervention programme

authors: Belur, Jyoti

subjects: multi-agency partnership

abstract: Purpose: Multi-agency initiatives as a response to complex crimes, such as stalking, pose conceptual and operational challenges for practitioners and evaluators. This study addresses these challenges, by combining a theory of change driven approach with the realist-inspired EMMIE evaluation framework to present findings from a pilot multi agency stalking intervention partnership in England and Wales. Methods: The study uses a mixed methods approach based on analysis of police data and semi-structured interviews with stakeholders to present a process and effect evaluation of a complex social intervention. Results: Findings based on a small sample and limited follow up period show nonsignificant results in terms of reducing the harmful effects of stalking, but which are encouragingly in the right direction. The case study demonstrates the importance of a theory driven approach to multi-agency evaluation and identifies essential factors necessary for ensuring implementation success. Conclusions: A theory of change driven approach and an EMMIE-inspired evaluation can help identify whether interventions work, how they work, for whom they work, and under what conditions. It demonstrates the importance of data collection and provision for long term evaluation plans, especially for complex social interventions. The paper makes a significant methodological and empirical contribution to evaluation literature.

text: A theory of change driven approach to evaluating a multi-agency stalking intervention programme Purpose: Multi-agency initiatives as a response to complex crimes, such as stalking, pose conceptual and operational challenges for practitioners and evaluators. This study addresses these challenges, by combining a theory of change driven approach with the realist-inspired EMMIE evaluation framework to present findings from a pilot multi agency stalking intervention partnership in England and Wales. Methods: The study uses a mixed methods approach based on analysis of police data and semi-structured interviews with stakeholders to present a process and effect evaluation of a complex social intervention. Results: Findings based on a small sample and limited follow up period show nonsignificant results in terms of reducing the harmful effects of stalking, but which are encouragingly in the right direction. The case study demonstrates the importance of a theory driven approach to multi-agency evaluation and identifies essential factors necessary for ensuring implementation success. Conclusions: A theory of change driven approach and an EMMIE-inspired evaluation can help identify whether interventions work, how they work, for whom they work, and under what conditions. It demonstrates the importance of data collection and provision for long term evaluation plans, especially for complex social interventions. The paper makes a significant methodological and empirical contribution to evaluation literature.

year: 2024

title: Exploring children's perspectives: Multiple ways of seeing and knowing the child.

authors: Peters, Sally

subjects: young children

abstract: This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

text: Exploring children's perspectives: Multiple ways of seeing and knowing the child. This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

year: 2011

title: Rights to water an indigenous right?

authors: Toki, Valmaine

abstract: The United Nations Declaration on the Rights of Indigenous People ("the Declaration") was adopted by the United Nations General Assembly in September 2007 with a majority of 143 states in favour.  Since then Australia, New Zealand, Canada and the United States have also signalled their support for the Declaration.

text: Rights to water an indigenous right? The United Nations Declaration on the Rights of Indigenous People ("the Declaration") was adopted by the United Nations General Assembly in September 2007 with a majority of 143 states in favour.  Since then Australia, New Zealand, Canada and the United States have also signalled their support for the Declaration.

year: 2012