Science and Research

Intentional practice is both an ‘approach’ and ‘set of methods’ to design and implement ‘wellbeing solutions’.

A central founding model of intentional practice, is the Life Buoyancy Model; a growth focused model of intentional practice. This model has been 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 the underpinning LBM logic model). Collectively, they support the view that intentional practice can be applied as an approach and set of methods:

• Translate and personalise the science of wellbeing, resilience, growth and trauma-informed practice to context.
• Integrate multiple disciplines to build thriving community outcome. .
• Bridge the ‘system’ to the ‘moment’ in the design and delivery of wellbeing solutions.

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. Populated case example, click here.

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.

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.