There is a low number of studies on the impact of policy oriented research (PORIA) and an even lower number of those that undertake a quantitative assessment of impacts. In comparison, there are numerous quantitative impact assessment studies of technology research, thus creating an imbalance of evidence for decisionmakers interested in investing in agricultural research. There are many reasons for this, but one has been the challenges in PORIA, notably in methods to assess attribution of policy outcomes to research and the measurement of impacts of policy outcomes. To respond to this, a workshop was convened from November 12-14, 2014 at IFPRI headquarters in Washington, DC. It was cosponsored by IFPRI; the CGIAR Research Program on Policies, Institutions, and Markets (PIM); and the Standing Panel on Impact Assessment (SPIA) of the CGIAR’s Independent Science and Partnership Council (ISPC).

Marking IFPRI’s 40th year, this report draws on external sources of evidence to review the Institute’s policy influence and impact to date and provides recommendations to improve. The external evidence includes citations data, external program and management reviews commissioned by CGIAR, and a series of independently conducted impact assessment studies of many of IFPRI’s research programs and projects between 1995 and 2015. The report also reviews recommendations as to how IFPRI might improve its impact.

This study uses country-level panel data on 57 countries in Africa and Asia from 1981 to 2014 to assess the relationships between IFPRI’s in-country presence (as measured by staff present) and various policy and outcome indicators in those countries. An econometric model with country fixed-effects, year fixed-effects, and country-specific time trends is used, controlling for several factors deemed to affect the different policy and outcome indicators such as the country’s research capacity, production environment and resources, political economy and institutions, and complementary investments.

IFPRI commissioned this study to assess how the country programs (CPs) are performing—which approaches and methods are producing the best outcomes across countries and over time—to identify factors that promote or impede their progress and lessons for making them more impactful in the future. The study has two major components. The first is a survey and analysis of the factors that CP leaders perceived to have most helped them influence host-country policies. We interviewed all current and most past CP leaders, which enabled us to compile evidence from recent CP experiences as well as from the 1980s and 1990s. We focused on the lessons they drew from their past successes that shed light on how to make their other activities successful. We did not undertake similar interviews on failed efforts because it is much harder to elicit such information from CP leaders. Additional insights about unsuccessful activities are, however, captured in the second component of the study, a commissioned external evaluation of the performance of a sample of ongoing country programs. Ideally, the external evaluation would have included CPs in both Africa and Asia, but this was not possible with the available budget. We therefore settled for an evaluation of CPs in Africa south of the Sahara. Doing so had two advantages: (1) the African CPs are more homogenous in terms of their objectives, structure, and internal IFPRI management, making comparisons among them more insightful; and (2) the budget was sufficient to both include all the African CPs in some of the analyses and allow the external evaluator to visit three of them.

The International Food Policy Research Institute (IFPRI) has undertaken research programs on agricultural STI policy since 1995. This study assesses the impact of this body of research outputs and support services in terms of three complementary analyses: (1) an evaluation of the potential impact of the complete body of research using implicit or explicit impact pathways, (2) two case studies that assess the actual impact of particular research outputs, and (3) a more traditional bibliometric analysis. Movement along the impact pathway, in turn, requires different types of research products—evolving from problem framing to methodology development, then to case studies, and finally to context-specific policy recommendations—all within the logical stages of the impact pathway. How far IFPRI operates along this impact pathway produces a basic tension between the CGIAR’s mandate to produce international public goods (IPGs) and the increasing focus on accountability through impact in the use of international public funds.

With so few therapeutic outlets readily available to young people, schools have evolved into mental health centers for many students. Yet schools are hampered by limited access to resources needed to provide mental health promotion, prevention, and intervention services. Like its acclaimed predecessor, the Second Edition of the Handbook of School Mental Health offers ways for professionals to maximize resources, make and strengthen valuable connections, and attain more effective school-based services and programming. At the same time, the Handbook provides strategies and recommendations in critical areas, such as workforce development, interdisciplinary collaborations, youth/family engagement, consultation, funding, and policy concerns, summarizes the state of current research, and offers directions for further study. Chapters model best practices for promoting wellness and safety, early detection of emotional and behavioral problems, and school-based interventions for students with anxiety, depression, attention deficit hyperactivity disorder, and other common challenges. In spotlighting this range of issues, the contributors have created a comprehensive game plan for advancing the field. Among the Handbook's topics: Pre-service training for school mental health clinicians. Cognitive-behavioral interventions for trauma in schools. Increasing parental engagement in school-based interventions. Models of psychiatric consultation to schools. Culturally competent behavioral and emotional screening. Bullying from a school mental health perspective. Prevention and intervention strategies related to a variety of mental health problems in schools. The Second Edition of the Handbook of School Mental Health is an essential reference for researchers, graduate students, and other professionals in child and school psychology, special and general education, public health, school nursing, occupational therapy, psychiatry, social work and counseling, educational policy, and family advocacy.

Mental health and substance use disorders affect approximately 20 percent of Americans and are associated with significant morbidity and mortality. Although a wide range of evidence-based psychosocial interventions are currently in use, most consumers of mental health care find it difficult to know whether they are receiving high-quality care. Although the current evidence base for the effects of psychosocial interventions is sizable, subsequent steps in the process of bringing a psychosocial intervention into routine clinical care are less well defined. Psychosocial Interventions for Mental and Substance Use Disorders details the reasons for the gap between what is known to be effective and current practice and offers recommendations for how best to address this gap by applying a framework that can be used to establish standards for psychosocial interventions. The framework described in Psychosocial Interventions for Mental and Substance Use Disorders can be used to chart a path toward the ultimate goal of improving the outcomes. The framework highlights the need to (1) support research to strengthen the evidence base on the efficacy and effectiveness of psychosocial interventions; (2) based on this evidence, identify the key elements that drive an intervention's effect; (3) conduct systematic reviews to inform clinical guidelines that incorporate these key elements; (4) using the findings of these systematic reviews, develop quality measures - measures of the structure, process, and outcomes of interventions; and (5) establish methods for successfully implementing and sustaining these interventions in regular practice including the training of providers of these interventions. The recommendations offered in this report are intended to assist policy makers, health care organizations, and payers that are organizing and overseeing the provision of care for mental health and substance use disorders while navigating a new health care landscape. The recommendations also target providers, professional societies, funding agencies, consumers, and researchers, all of whom have a stake in ensuring that evidence-based, high-quality care is provided to individuals receiving mental health and substance use services.

This title brings together a collection of comprehensive, state-of-the-science reviews and perspectives on the most pressing historical and contemporary leadership issues - with a particular focus on theory and research - and looks to the future of the field.