Lessons from conducting a participatory evaluation of a kinship navigator program.

BACKGROUND: Approximately one in ten children globally live with kinship caregivers-relatives and family friends who step in to care for a child when parents are unable to do so. When families take on the role of informal kinship care-care of a child outside of the child welfare system-they often do so without financial assistance and advice in navigating the systems of support available to them. This is the unique role of kinship navigator programs in the U.S: to provide kinship caregivers a single point of entry for connecting to needed resources such as financial, health, housing, and legal assistance. METHODS: To the best of our knowledge, our team conducted one of the only participatory evaluations in which kinship caregivers were involved in all stages of evaluating a kinship navigator program-from designing the questions, to collecting and analyzing the data, to reporting the results. Black kinship caregivers took on decision-making power leading this formative evaluation of a kinship navigator program within one nonprofit organization in a Southeastern state. FINDINGS: In this paper we reflect on our process and offer lessons learned from engaging in participatory evaluation that may apply to the field of kinship care and across social service delivery more broadly. We focus on (1) ensuring the nonprofit's commitment to the study, (2) maintaining engagement through building relationships and facilitating a culture of learning within the study team, (3) sharing decision-making power so that people with lived experience have the authority and ownership to lead the evaluation, (4) developing team members' skills, confidence, and sense of belonging, and (5) increasing the likelihood the nonprofit will act on the study findings. CONCLUSION: Through this process, we learned that participatory evaluation is a feasible and useful approach both to understanding the experiences of kinship families and to improving the supports in their lives. We hope this paper will inspire others to draw on the strengths and capacity of people with lived experience to engage in participatory evaluation. Greater recognition of the value of this approach in social change and increased funding to carry out the process are both needed.

Involving people with lived experience in all stages of an evaluation can strengthen the credibility of the findings. This paper provides an example of this involvement. It focuses on a program designed to support kinship caregivers­those who step in to take care of a child when the parents are unable to do so. To the best of our knowledge, our team conducted one of the only participatory evaluations in which kinship caregivers were involved in all stages of evaluating a kinship navigator program in the U.S.­from designing the questions, to collecting and analyzing the data, to reporting the results. Through this process, we learned that participatory evaluation is a feasible and useful approach both to understanding the experiences of kinship families and to improving the supports in their lives. In this paper we share our collaborative journey through each stage of the evaluation, offering lessons learned about the process that may apply to the field of kinship care as well as to other areas of social service delivery.

The Development, Implementation, and Preliminary Outcomes of a 5-Minute Mindfulness Program to Improve Well-Being and Increase Connection Across a University Campus.

Background: In response to the COVID-19 pandemic, people worldwide have experienced increased anxiety, depression, and loneliness and decreased well-being. Mindfulness has been shown to enhance well-being across a variety of settings and for a variety of populations. Purpose: We developed and implemented a digital mindfulness program called Mindful Moment across a US university system as an innovative wellness resource to facilitate well-being and sense of connection among faculty, staff, and students. Attendees engaged in 5-minute live guided mindfulness sessions twice per week. This paper outlines our program evaluation over the course of four months. Methods: A total of 236 individuals attended between one to 30 mindful moment sessions. Data were collected on attendance, perception of the program's impact on attendee well-being and connectedness to the community, and feedback for future program development. Data collection included standardized stress and belongingness measures in addition to qualitative data related to perceived impact and reasons for attending. Results: Students, faculty, and staff who attended Mindful Moment and completed surveys reported that the program was easy to access, noted immediate benefits including decreased stress and improved well-being, and some attendees reported increased feelings of connection with the community. Conclusions: The present paper is exploratory in nature, a first step to assessing feasibility and overall impact. Future research assessing the impact of digital mindfulness programs can be improved by including a comparison group, additional standardized assessment, and a pre-post design, allowing for stronger conclusions to be drawn regarding efficacy and generalizability.