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    <p begin="00:00:04.84" end="00:00:08.66">&gt;&gt; An interagency workgroup has<br/>been convened to use evidence</p>
    <p begin="00:00:08.66" end="00:00:09.56">to make a decision</p>
    <p begin="00:00:09.56" end="00:00:13.09">about implementing a youth<br/>suicide prevention strategy</p>
    <p begin="00:00:13.09" end="00:00:16.98">in their community that<br/>strengthens social, emotional,</p>
    <p begin="00:00:16.98" end="00:00:19.96">and behavioral skills<br/>of high risk youth</p>
    <p begin="00:00:19.96" end="00:00:21.91">and provides support<br/>to their parents.</p>
    <p begin="00:00:21.91" end="00:00:26.34">SAMHSA&apos;s National Registry<br/>of Evidence-Based Programs</p>
    <p begin="00:00:26.34" end="00:00:29.71">and Practices was an excellent<br/>resource for the work group</p>
    <p begin="00:00:29.71" end="00:00:32.01">to use to gain an understanding</p>
    <p begin="00:00:32.01" end="00:00:34.25">of the best available<br/>research evidence</p>
    <p begin="00:00:34.25" end="00:00:35.95">on youth suicide prevention.</p>
    <p begin="00:00:35.95" end="00:00:40.98">The SAMHSA registry included<br/>studies and systematic reviews</p>
    <p begin="00:00:40.98" end="00:00:43.92">of youth-oriented<br/>prevention programs.</p>
    <p begin="00:00:43.92" end="00:00:47.61">&gt;&gt; A review is simply, you<br/>know, somebody like me goes</p>
    <p begin="00:00:47.61" end="00:00:50.93">to the scientific literature<br/>and tries to find every study</p>
    <p begin="00:00:50.93" end="00:00:54.52">on a particular thing, maybe<br/>it&apos;s parent training programs.</p>
    <p begin="00:00:54.52" end="00:00:57.46">A systematic review<br/>is really just doing</p>
    <p begin="00:00:57.46" end="00:01:02.45">that in a very systematic<br/>way, meaning that we&apos;re going</p>
    <p begin="00:01:02.45" end="00:01:05.02">to have a particular<br/>set of search terms,</p>
    <p begin="00:01:05.02" end="00:01:07.14">we&apos;re going to search a<br/>particular set of years.</p>
    <p begin="00:01:07.14" end="00:01:09.67">When we code the studies --<br/>and this is very important --</p>
    <p begin="00:01:09.67" end="00:01:11.87">we&apos;re going to code<br/>them in a particular way</p>
    <p begin="00:01:11.87" end="00:01:16.11">with a very clear set of rules<br/>for inclusion and exclusion</p>
    <p begin="00:01:16.11" end="00:01:19.21">and how we&apos;re going<br/>to classify things.</p>
    <p begin="00:01:21.18" end="00:01:24.72">&gt;&gt; Best available research<br/>evidence and the continuum</p>
    <p begin="00:01:24.72" end="00:01:26.67">of evidence of effectiveness.</p>
    <p begin="00:01:26.67" end="00:01:29.91">The purpose of the continuum<br/>is to present a clear set</p>
    <p begin="00:01:29.91" end="00:01:33.79">of standards on best available<br/>research evidence for the field</p>
    <p begin="00:01:33.79" end="00:01:38.33">of violence prevention, provide<br/>information for decision-making,</p>
    <p begin="00:01:38.33" end="00:01:40.06">and provide a common language</p>
    <p begin="00:01:40.06" end="00:01:45.04">for understanding the best<br/>available research evidence.</p>
    <p begin="00:01:45.04" end="00:01:47.93">The continuum is designed<br/>to be used as a tool</p>
    <p begin="00:01:47.93" end="00:01:50.47">to help researchers,<br/>practitioners,</p>
    <p begin="00:01:50.47" end="00:01:53.77">and policymakers better<br/>understand best available</p>
    <p begin="00:01:53.77" end="00:01:57.37">research evidence and why<br/>this evidence is important.</p>
    <p begin="00:01:57.37" end="00:01:59.29">The continuum is not a tool</p>
    <p begin="00:01:59.29" end="00:02:02.15">for classifying violence<br/>prevention programs,</p>
    <p begin="00:02:02.15" end="00:02:06.32">such as attaching an overarching<br/>label to a program such as</p>
    <p begin="00:02:06.32" end="00:02:08.50">&quot;supported&quot;; for example,</p>
    <p begin="00:02:08.50" end="00:02:12.07">a program may are a<br/>quasi-experimental research</p>
    <p begin="00:02:12.07" end="00:02:15.87">design but offer no<br/>implementation guidance.</p>
    <p begin="00:02:15.87" end="00:02:19.97">In this example the research<br/>design and internal validity</p>
    <p begin="00:02:19.97" end="00:02:23.27">of this program would<br/>be considered supported</p>
    <p begin="00:02:23.27" end="00:02:28.50">but its implementation<br/>guidance would be undetermined.</p>
    <p begin="00:02:28.50" end="00:02:34.68">Overview of best<br/>available research evidence.</p>
    <p begin="00:02:34.68" end="00:02:38.30">Best available research evidence<br/>has been the primary form</p>
    <p begin="00:02:38.30" end="00:02:42.12">of evidence used in most<br/>science-based fields including</p>
    <p begin="00:02:42.12" end="00:02:43.35">public health.</p>
    <p begin="00:02:43.35" end="00:02:45.93">The strength of the<br/>research evidence varies</p>
    <p begin="00:02:45.93" end="00:02:48.82">across different<br/>fields and topic areas,</p>
    <p begin="00:02:48.82" end="00:02:52.76">and not all of the dimensions<br/>we covered have been considered.</p>
    <p begin="00:02:52.76" end="00:02:56.38">It is important to note how the<br/>strength of the evidence varies</p>
    <p begin="00:02:56.38" end="00:02:59.22">across each dimension<br/>of the continuum.</p>
    <p begin="00:02:59.22" end="00:03:02.21">It is also important to<br/>consider other factors</p>
    <p begin="00:03:02.21" end="00:03:05.28">that influence evidence-based<br/>decision-making</p>
    <p begin="00:03:05.28" end="00:03:07.82">such as contextual and<br/>experiential fact --</p>
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