Site-level evidence-based practice accreditation: A qualitative exploration using institutional theory

Rebecca Lengnick Hall; Cathleen Elizabeth Willging; Gregory A Aarons; Kendal Reeder

doi:10.1080/23303131.2023.2194940

Site-level evidence-based practice accreditation: A qualitative exploration using institutional theory

Hum Serv Organ Manag Leadersh Gov. 2023;47(3):157-175. doi: 10.1080/23303131.2023.2194940. Epub 2023 Apr 12.

Authors

Rebecca Lengnick Hall¹, Cathleen Elizabeth Willging², Gregory A Aarons^{3

4}, Kendal Reeder⁵

Affiliations

¹ Brown School, Washington University, St. Louis, Missouri, USA.
² Pacific Institute for Research and Evaluation, Albuquerque, New Mexico, USA.
³ Department of Psychiatry, University of California, San Diego, California, USA.
⁴ University of California San Diego Dissemination and Implementation Science Center, La Jolla, California, USA.
⁵ Department of Psychology, University of California Los Angeles, Los Angeles, California, USA.

Abstract

Accreditation is gaining ground in human services as leaders find ways to demonstrate the quality and legitimacy of services. This study examined site-level accreditation for SafeCare®, an evidence-based practice designed to prevent and reduce child maltreatment. We leveraged two waves of qualitative data to explore the perspectives of trainers, organizational and system leaders, and program developers who participated in an initial rollout of a site-level accreditation process for SafeCare. Institutional theory was used to frame accreditation's potential benefits, burden, and impact. Findings highlight specific considerations for the human service environment, including the inherent resource scarcity, interdependence among organizations, and the impact of cost and slow-moving bureaucratic processes.

Keywords: EBP implementation; accreditation; institutional theory.

Abstract

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