Untangling Implicit and Articulated Program Theory: A Theory-Driven Evaluation of an Intervention Focusing on Child Neglect.

PURPOSE: This article presents a theory-driven evaluation of an intervention focused on child neglect, an often-overlooked form of child maltreatment. The evaluation examined whether the program's original program theory, which included eight principles, remained intact during a five-year implementation of the pilot stage of the program.

MATERIALS AND METHOD: The theory-driven evaluation utilized data from individual and group interviews, site observations, and program records.

RESULTS

Data revealed that four principles of the program's theory remained unchanged, while two principles were modified during implementation. Additionally, two new principles emerged from the data, turning implicit knowledge into explicit principles.

DISCUSSION: Program's theory emphasized a relational, accessible, ecological, and outcome-oriented approach to intervening with child neglect. These four components were explicit at all stages of the implementation. Addressing parents' emotional needs and staff's commitment emerged as modified principles of the program's theory. Finally, implicit knowledge pointed to the professional as a learner, as well as to joint resistance to human rights violations.

CONCLUSION

Program theory may shift over time during program implementation. Thus, it is vital to examine such changes, focusing on both explicit and implicit components. This theorization of program principles may aid in the transition from the pilot stage to the stage of wider implementation, as well as offer guidance for similar interventions worldwide.