This inaugural event was co-hosted by the Jordan Institute for Families | UNC School of Social Work, the Frank Porter Graham Child Development Institute, and National Implementation Research Network (NIRN). Generous support for this event was provided by The Annie E. Casey Foundation. Additional support was generously offered by the UNC School of Education, the UNC Gillings School of Global Public Health, and the UNC Eshelman School of Pharmacy.
Social workers and public health professionals interested in facilitating and understanding change processes note that implementation strategies have unparalleled importance in improving population outcomes, as they constitute the ‘how to’ component (Proctor, Powell, & McMillen, 2013) of changing practices and optimizing the use of evidence to benefit people and communities (Kainz & Metz, 2017). As the field of implementation science has grown significantly over the last decade with the proliferation of frameworks, models, and theories, there is mounting interest in building the capacity of professionals in social services and public health to make use of this emerging science to support sustainable practice and systems improvements.
This interest has led to an intensifying conversation regarding the need to train researchers and practitioners in implementation science (Padek et al., 2015). Specifically, the shortage of individuals trained in the practice of implementation has been cited as a reason for our failure to optimize the use of evidence to improve population outcomes (Straus et al., 2011.) In response to this gap, more is being studied and written about the specific competencies needed to facilitate change in complex systems (Bornbaum, Kornas, Peirson, & Rosella, 2015; Berta, et al., 2015). Moreover, the Grand Challenges Initiative developed by the American Academy of Social Work and Social Welfare (Sherradon et al., 2015) explicates a set of pressing social issues, around which social work researchers and practitioners can unite. The highlighted challenges are complex, and will require the cultivation of implementation competencies among the researchers and practitioners who are positioned to address them.
This two-day Summer Institute sought to provide foundational knowledge of implementation science and to build professional and graduate students’ knowledge, skills, and strategies for supporting change using implementation best practices. Through interdisciplinary professional development and seminar series, this Summer Institute oriented participants to the skills and competencies of implementation practice and fosters the development of foundational skills needed to support the use of evidence in practice and to promote equity.
The Summer Institute aimed to seed the growth of implementation science practitioners who will be able to:
A unifying element of the institute was the promotion and cultivation of Skills and Competencies for Implementation Practitioners, namely: Co-Creation, in the form of co-learning, brokering, addressing power differentials, co-design, and tailored support; Continuous Improvement, in the form of assessing need and context, applying and integrating implementation science approaches, and conducting improvement cycles; and Sustaining Change, in the form of growing and sustaining relationships, building capacity, cultivating leadership, and facilitation.
*For additional media related to implementation, tune in to the National Implementation Research Network podcast!
Below is the 2018 Summer Institute agenda, with related materials available for download or viewing. View the full program.
LACY DICHARRY, MS, MS, MBA
Lived experience. Academic rigor. Professional triumph.
Some of the world’s most successful speakers, leaders, and coaches rely on just one of these credentials in their work. Lacy Dicharry combines all three to deliver empowerment and actionable insight to every audience she reaches.
A survivor of childhood trauma and the trials of the foster care system, Lacy’s story of personal strength and resilience began at a young age. Resulting battles with mental health and addiction were to follow. To some, a story of perseverance. For Lacy, a journey to becoming the person she was meant to be.
Lacy has earned designation as a Master of Business Administration, a dual Master of Science in both Counseling Psychology and Leadership and Human Resource Development and is actively completing her PhD in Philosophy, Leadership and Human Resource Development. Her research centers on the same objective that forms the foundation of her career as both a speaker and workforce champion: revolutionizing leadership.
Lacy’s approach to leadership development fosters an environment where culture and collaboration flourish, creating a workplace where every voice is represented. She has been instrumental in transforming corporate environments, youth engagement efforts, and advocacy programs. She has worked across the U.S. and internationally in a variety of high profile roles, bringing innovative solutions to high stakes challenges.
In concepts including transformational leadership and healing-centered leaders, Lacy Dicharry lives to empower others to transform the way they live, the way they lead, and the world around them.
Lacy has dedicated her life to becoming a force for positive change in organizations around the world. Lacy is a fearlessly authentic leader, speaker, and individual. By sharing her challenges, her experiences, and her transformation with the world, Lacy connects with her audiences in a way nobody else does, because she brings to her work what nobody else can.
Marita Brack is the Associate Director for Psychology within NHS Education for Scotland, and has worked as a Clinical Psychologist for 25 years. Her clinical work has principally been within specialist mental health services for children, young people and their families, both in Scotland and Australia. Marita has also worked within university settings in relation to the training of Applied Psychologists, and was the Clinical Practice Director on the MSc in Applied Psychology for Children and Young People, delivered in partnership between the NHS and the University of Edinburgh. Marita joined NES in 2010 as the Head of Programme for the Parenting and Infant Mental Health workstream, within the Psychology Directorate, and through this role has led on the development and implementation of several strands of work, including the Psychology of Parenting Project (PoPP), the NES Infant Mental Health training plan, the Early Intervention Framework, and most recently Marita has been co-leading on the implementation of the Enhanced Psychological Practice-Children and Young People certificate level course that has been created within NES. Marita has a long-standing interest in early intervention and prevention approaches to strengthening mental health and wellbeing, evidence-based parent-child relationship interventions and public health.
Category A – The UNC School of Social Work is approved by the American Psychological Association to sponsor continuing education for psychologists. The UNC School of Social Work maintains responsibility for this program and its content.
NBCC ACEP #6642: UNC School of Social Work (SSW) has been approved by NBCC as an Approved Continuing Education Provider, ACEP #6642. Programs that do not qualify for NBCC credit are clearly identified. UNC SSW is solely responsible for all aspects of the programs. Continuing education activities vary in the number of NBCC hours awarded based on the length of the program. See individual programs for specific CE credit information.
UNC SSW, #1406, is approved by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. UNC-SSW maintains responsibility for this course. ACE provider approval period: 8/10/2022 to 8/10/2025. Continuing education activities vary in the number of social work hours awarded based on the length of the program. See individual programs for specific CE credit information.