Science and Research

Intentional practice is underpinned by a growth-focused logic model (Life Buoyancy Model); designed, tested and refined through multiple working collaborations. The modelling and approach is drawn from:

• Positive psychology science (including mindfulness).
• Trauma-informed science.
• Implementation science.

The following case studies, evaluation reports and journal articles document the applications and evidence supporting intentional practice (and growth-focused logic modelling). Collectively, they support the view that intentional practice can be applied as a methodology to:

• Disentangle complexity.
• Translate science to context.
• Integrate multiple disciplines.
• Bridge the ‘system’ to the ‘moment’ (or span system and practice).

Positive Education and School Settings

• Raymond, I., Iasiello, M.,  Kelly, D. Jarden, A. (2019). Program logic modelling and complex positive psychology intervention design and implementation: The ‘Resilient Futures’ case example. International Journal of Applied Positive Psychology, 3(1), 43-67.
• Raymond, I.J., Iasiello, M., Jarden, A., & Kelly D. (2018). Resilient Futures: An individual and system-level approach to improve the wellbeing and resilience of disadvantaged young Australians. Translational Issues in Psychological Science, 4(3), 228-244.
• Raymond, I. (2018). Applying ‘intentional practice’ to design, implement and embed a grass roots positive education intervention. Conference Presentation 14th April 2018. Positive Education in Schools Association (PESA) Conference. Geelong, Victoria. For Intentional Practice Program Logic Modelling Tool, click here.
• Raymond, I. J. (2018). A programme logic framework designed to strengthen the impact and fidelity of well-being and behavioural interventions. In P. Slee, G. Skrzypiec & C. Cefai (Eds.), Child and adolescent well-being and violence prevention in schools. London: Routledge.

Clinical, Counselling and Coaching Applications

• Raymond, I. (2018). Intentional practice: A positive psychology intervention planning and implementation method. Clinical Applications of Positive Psychology: An International Perspective. Issue 1. Fall 2018.

Therapeutic Residential Care (Trauma-Informed Practice)

• Raymond, I. (2019). Intentional practice as a method to reduce the implementation gap between science and practice in the delivery of trauma-informed residential care. Residential Treatment for Children and Youth. DOI: 10.1080/0886571X.2019.1633985
• Raymond, I. & Noonan, B. (2018). Intentional practice: A method for supporting adults to deliver moment-to-moment trauma-informed practice (‘respond’ to need and not ‘react’ to behaviour). Conference Presentation 3rd Biennial 2018 International Childhood Trauma Conference. 29 July 2018 to 3rd August 2018. Melbourne, Australia.
• Ac.Care (2017). Our Practice Journey: Therapeutic Strength-Based Care. Anglican Community Care.

Positive Psychology Program Design

• Raymond, I., Iasiello, M.,  Kelly, D. & Jarden, A. (2019). Program logic modelling and complex positive psychology intervention design and implementation: The ‘Resilient Futures’ case example. International Journal of Applied Positive Psychology, 3(1), 43-67.
• Raymond, I. (2018). Intentional practice as a method to design and implement high impact positive psychology interventions contextualised to client or setting. Conference Presentation 9th European Conference on Positive Psychology – June 27th to 30th 2018. Budapest, Hungry.

Environmental Sustainability

• Raymond, I., & Raymond, C. (2019). Positive psychology perspectives on social values and their application to intentionally delivered sustainability interventions. Sustainability Science. doi: 10.1007/s11625-019-00705-9

Young Offenders and Wilderness Therapy

• Raymond, I. J., & Lappin, S. (2017). EIYBC Program implementation review (2013-2016) and future directions. Report commissioned by the Northern Territory Government. Adelaide: Connected Self Pty Ltd.
• Raymond, I. J., & Lappin, S. (2017). Sentenced Youth Boot Camp Program: Pilot program implementation review. Report commissioned by the Northern Territory Government. Adelaide: Connected Self Pty Ltd. (not available for public release).
• Raymond, I.J. (2016). Keynote address. Engaging with the term “therapy” as intentional practice in bush-adventure therapy. Australian Association of Bush-Adventure Therapy Forum. Adelaide. 8^th to 9^th April, 2016.
• Raymond, I. J., & Lappin, S. (2016). Early Intervention Youth Boot Camp Program: 2015 Program Implementation Review Summary Report. Report and program development consultancy commissioned by the Northern Territory Government. Adelaide: Connected Self Pty Ltd.
• Raymond, I.J. (2016). Can intensive wilderness programs be a catalyst for change for young people at risk of offending, educational disengagement and poor wellbeing? Doctorate Thesis. Flinders University.
• Raymond, I. J., & Lappin, S. (2015). Early Intervention Youth Boot Camp Program: 2014 Program Implementation Review Summary Report. Report and program development consultancy commissioned by the Northern Territory Government. Adelaide: Connected Self Pty Ltd.
• Northern Territory Government (2015). Early Intervention Youth Boot Camp Program. Program manual and Guidelines.

Foundational Underpinnings

• Raymond, I. J., Curtis, D., & Owens, L. (2017). The Behaviour Change Checklist: Assessing behaviour recognition and motivation for intentional and self-directed behaviour change for Australian students at high risk of secondary school disengagement. International Journal on School Climate and Violence Prevention, 1(1), 3-30.
• Raymond, I. J. (2016). The Life Buoyancy Model: Building a bridge between positive psychology research and practice. Presented at the 5th Australian Positive Psychology and Wellbeing Conference, Adelaide: 24th to 26th September, 2016.
• Raymond, I.J. (2016). Can intensive wilderness programs be a catalyst for change for young people at risk of offending, educational disengagement and poor wellbeing? Doctorate Thesis. Flinders University.
• The Intentional Practice method was developed with consideration to a number of qualitative and quantitative evaluations/reviews of programs and interventions for children and young people at risk of offending, lowered wellbeing educational disengagement (click here).