{'fraction_non_alphanumeric': 0.012437810945273632, 'fraction_numerical': 0.004975124378109453, 'mean_word_length': 5.652892561983471, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Implications of Translational Research for the Field of Residential Child Care

This article will address a brief history of the nature and definition of translational research and introduce several relevant debates within the field of translational research, specifically the relationship between practice-based knowledge and research in therapeutic residential child care. We offer a model of translational research developed by Hamilton (2014), particularly for work related to youth development that has the potential to bring the child care practitioner to the centre of the process to improve the outcomes of high-needs children. Finally, we provide some lessons learned from the implementation and evaluation of two major programmes designed to improve the quality of therapeutic residential care.