Implementing prevention programs in high-risk environments: Application of the resiliency paradigm. The American Journal of Orthopsychiatry, 67, 363-373

Department of Psychology, Rutgers University, New Brunswick, N.J.
American Journal of Orthopsychiatry (Impact Factor: 1.5). 06/1997; 67(3):363 - 373. DOI: 10.1037/h0080239

ABSTRACT Little is known about what happens when validated model prevention programs are introduced into the schools, typically without systematic evaluation and with the assumption that they will have positive impact. This study examines the outcome of such initiatives in schools at “high risk” for program failure, identifies factors related to goal attainment in both high- and low-risk school districts, and suggests practices to guide implementation of successful prevention programs.

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    • "preparing implementers to deliver an intervention with quality and fidelity (e.g., Dusenbury et al. 2003, 2005; Ennett et al. 2003; Fagan et al. 2008; Gager and Elias 1997). Although studies examining the relationship between teacher training and fidelity have shown a positive association, the relationship is weaker than might be expected (e.g., Gottfredson and Gottfredson 2002). "
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    ABSTRACT: BACKGROUND: HealthWise South Africa: Life Skills for Adolescents (HW) is an evidence-based substance use and sexual risk prevention program that emphasizes the positive use of leisure time. Since 2000, this program has evolved from pilot testing through an efficacy trial involving over 7,000 youth in the Cape Town area. Beginning in 2011, through 2015, we are undertaking a new study that expands HW to all schools in the Metro South Education District. OBJECTIVE: This paper describes a research study designed in partnership with our South African collaborators that examines three factors hypothesized to affect the quality and fidelity of HW implementation: enhanced teacher training; teacher support, structure and supervision; and enhanced school environment. METHODS: Teachers and students from 56 schools in the Cape Town area will participate in this study. Teacher observations are the primary means of collecting data on factors affecting implementation quality. These factors address the practical concerns of teachers and schools related to likelihood of use and cost-effectiveness, and are hypothesized to be "active ingredients" related to high-quality program implementation in real-world settings. An innovative factorial experimental design was chosen to enable estimation of the individual effect of each of the three factors. RESULTS: Because this paper describes the conceptualization of our study, results are not yet available. CONCLUSIONS: The results of this study may have both substantive and methodological implications for advancing Type 2 translational research.
    Child and Youth Care Forum 04/2012; 41(2):119-136. DOI:10.1007/s10566-011-9164-4 · 1.25 Impact Factor
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    • "Additionally, in regard to both school-and community-based interventions research and theory suggest that key community leaders may play a vital role in sustainability (Altman 1995; Elliott and Mihalic 2004; Johnson et al. 2004; Scheirer 2005). It is important to note that interventions that align with the goals and needs of the agency/school are more likely to receive broad support from administrators and staff, and thus more likely to be properly implemented and sustained (Adelman and Taylor 2000; Altman 1995; Gager and Elias 1997; Gottfredson and Gottfredson 2002; Greenberg 2004; Johnson et al. 2004; Payne et al. 2006). As a whole, these findings suggest that multiple indicators of community readiness should be taken into account when examining sustainability. "
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    ABSTRACT: This study examined factors associated with the predicted and actual post-funding sustainability of evidence-based interventions implemented as part of the Pennsylvania Commission on Crime and Delinquency's Research-Based Delinquency and Violence Prevention Initiative. Correlates of predicted post-funding sustainability included program staff, overall school support, and school administrator support. Additionally, predicted post-funding sustainability was strongly associated with actual post-funding sustainability. Other correlates of actual post-funding sustainability included financial sustainability planning and aligning the intervention with the goals of the agency/school. Five years post-funding 33% of the interventions were no longer operating, 22% were operating at a reduced level, and 45% were operating at the same level or a higher level than the final year of funding. These findings are discussed in terms of implications for increasing intervention sustainability, as well as implications for future research on intervention sustainability.
    Prevention Science 03/2010; 11(3):252-62. DOI:10.1007/s11121-010-0170-9 · 2.63 Impact Factor
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    • "Recent studies in the emerging field of implementation science strongly suggest that the successful incorporation of such interventions into existing practice typically requires pervasive changes at multiple levels, including changes in policy, administrative procedures, and delivery of frontline practice. Furthermore, to implement new interventions and to sustain them in the context of routine practice, factors such as a sense of ownership, collaboration, user-friendly communication and assessments, and compatibility with users' needs and goals have proven important (Backer, 2000; Gager & Elias, 1997; Rogers, 1995). "
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    ABSTRACT: Most foster parents in the United States are required to participate in training, yet no empirical support exists for the training's effectiveness. During the past two decades, high-quality clinical trials have documented that parent management training (PMT) programs produce positive outcomes for children and families in clinical and school settings; yet, these advances have not transferred to foster/kinship parents. Here, we describe a randomized control trial testing the effectiveness of a PMT-based treatment with 700 foster/kinship parents in San Diego County. The collaborative processes to engage stakeholders, the strategies for involving parents, and the results of two levels of developer involvement in training and supervision on child behavioral outcomes are also described.
    Child welfare 02/2008; 87(5):27-48. · 0.59 Impact Factor
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