Examining the emergence of a learning collaborative: a framework to support complex program implementation

Abstract

To address unmet behavioral health needs of children and youth, the system of care (SOC) philosophy was developed and evolved into a framework to support community-based coordinated networks that provide an array of effective services and supports. There is limited elaboration of the actual implementation processes and intricacies of SOC development, particularly, in terms of the roles of local SOC coordinators (local coordinators). Limited published research has addressed the necessary knowledge and roles of local coordinators, and the theoretical underpinnings and structure of their learning, skill development, and capacity building. Utilizing an archival approach and reflexive thematic analysis, this qualitative study examined records of three forums involving 50 local SOC coordinators (11% male, 89% female, 93% white, ages between 27 and 66 years) between 2017 and 2018. The analysis revealed varying levels of experience, knowledge, and skills, and uncovered several SOC development strategies utilized by coordinators. The study illustrates the inception of a learning collaborative that served as a bridge and implementation driver for SOC development and socio-professional support for local coordinators. The findings provide an empirical base and emerging framework for SOC coordinators’ training and professional development. The value of learning collaboratives in facilitating exposure to a diverse knowledge base and the importance of fostering supportive spaces for coordinators as they strive to develop SOCs are evident. Incorporating supportive learning collaboratives for local change agents could be a dynamic strategy to support the effective implementation of system-wide changes or enhancements in behavioral health services.