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Evaluation
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From Evaluation to Interpretation

Assessing Theoretical Elements in Residential Programmes

Chris Baerveldt

Utrecht University, the Netherlands, c.baerveldt{at}uu.nl

Bob Horjus

Researcher/consultant, the Netherlands, horjuspartners{at}wanadoo.nl

Micha De Winter

Utrecht University, the Netherlands, M.deWinter{at}uu.nl

Impact studies of prevention programmes, in particular meta-analyses, usually interpret outcome and impact statistics as tests of an underlying theory of prevention. However, these programmes usually combine various interventions linked to different theoretical perspectives. Consequently, the effects of the programme can easily be misinterpreted.This article introduces an interpretation method that acknowledges the eclecticism of prevention practice and is also a feasible instrument to enhance the quality of meta-studies. First, the interventions of the programme are identified and analysed separately. Second, an assessment is made of the arguments that link interventions and the espoused theories.Third, each intervention is represented by a set of scores indicating the types of links and core theoretical assumptions.These scores are aggregated to programme scores and included as independent variables in meta-analyses.The method is illustrated by an evaluation of practices in two Dutch crime prevention institutions. The evaluation demonstrated the theoretical value of (eclectic) practices, even when they differ substantially from the official programme theories.The approach also highlighted an `interpretation error' in assessing the impact of one of the programmes and suggests a correction.

Key Words: adolescents • evaluation • impact • interventions • prevention • theory

Evaluation, Vol. 14, No. 3, 345-362 (2008)
DOI: 10.1177/1356389008090859
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