Into the Real-World Implementation: Delivering interventions in real-world settings to promote the well-being of children and families.

We have not inherited this land from our ancestors; rather we have borrowed it from our children. (Kenyan Proverb).

Society thrives when it invests in the well-being of children and families. In rearing our children directly as parents or collectively as a society, we inhabit a territory that borrows their future. The investment in interventions in natural settings that foster children’s development and families’ well-being becomes an investment from precious borrowed capital. Lifelong well-being is a vision to be brought to reality through the efforts of all those engaged in children’s development and education. In this symposium, researchers will present their findings on interventions implemented in real-world settings to promote the well-being of children and families. Which interventions have been implemented in real-world settings? How have they contributed to increasing the well-being of children and families? What are the facilitators and barriers when implementing such interventions in real-world dynamics? All children should have the support and opportunities they need to reach their full potential, and caregivers and educators should have the necessary resources to foster such development. Real-world implementation is fundamental to making effective interventions widely available and consequently improving the lives of children and their families. However, several studies have highlighted the gap between our knowledge of effective interventions and what children and families receive in practice. The transferability of these interventions from research into real-world settings is complex and scarcely understood. A variety of interrelated barriers and facilitators to implementing interventions in the real world have been recognized, including the attitudes of providers, the characteristics of the target populations, organizational factors, and resource availability. Despite the extensive evidence of the efficacy of interventions to promote the well-being of children and families, there have been numerous calls for more applied research to better understand how those interventions are delivered in the real-world environments of schools, clinics, communities, and other contexts. With this symposium, we expect to promote the scientific debate based on evidence from the real world, disseminating research that fills knowledge gaps and contributes to fostering and sustaining improvements in the lives of children and families that will make a meaningful difference and transform society today and tomorrow.


University of Porto. Portugal

Rita Isabel de Sousa Pinto completed her master’s degree in psychology in 2015 at the Faculty of Psychology and Education Sciences at the University of Porto (Portugal). Currently, she is a Ph.D. fellow at the same institution, being part of the Education and Development’s Psychology Research Group at the Center for Psychology at the University of Porto, with a Research Scholarship funded by Fundação para a Ciência e a Tecnologia (2020.04778.BD). Her Ph.D. research project focuses on the implementation and sustainability of an evidence-based parenting program in real-world settings. Of the several scientific outputs that will result from the five studies that integrate her Ph.D. research project, one of them is already published in an open-access peer-reviewed journal. During her Ph.D., she has participated in several scientific meetings and was awarded a Conference Grant for Early Career Investigators from Inclusiveness Target Countries, attributed by the COST Action EurofamNet. Some of these meetings were international competitive events, such as The Open Science Writing Week at the Early Researchers Union of the European Association of Developmental Psychology (ERU-EADP), through which she is working on a joint publication
with the other members of her working group. Of her international experiences, stands out: (1) the previous work experience in England with children and young people in residential care; (2) the attendance for a research period at the University of La Laguna (Spain) and at the University of Amsterdam (The Netherlands), as part of her Ph.D. research work plan; (3) she is national representative of the Early Researchers Union (ERU) at the European Association of Developmental Psychology (EADP); 4) she is a member of the Young Researchers Group of the European Family Support Network (EurofamNet). Her research interests are related to the protection of children and young people in situations of psychosocial risk, mainly through family and community-centered approaches, based on the best research evidence.