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There has been increased interest in recent years regarding the utility of imported universal prevention and promotion (P&P) programmes in UK schools, many of which have a coaching model attached. However, there have been relatively few studies exploring the cultural transferability and social validity of these models, even though evidence suggests...
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Citations
... Meskipun diakui signifikansinya (Daniels, 2016;Hargrove, 1996;Rosha & Lace, 2016), kompetensi coaching menghadapi tantangan (Akin, 2016;Ashworth et al., 2018;Stormont et al., 2015). Kepala sekolah dan tenaga kependidikan sering kali menghadapi kendala terkait keterbatasan waktu, penolakan terhadap perubahan (Akin, 2016), dan kebutuhan akan pelatihan yang komprehensif (Poglinco et al., 2003). ...
... Kompetensi coaching merupakan alat penting untuk mendorong pertumbuhan profesional, memperkuat praktik pengajaran, dan menumbuhkan budaya sekolah yang positif dan kolaboratif (Ashworth et al., 2018;Rosha & Lace, 2016;Wise & Cavazos, 2017) dalam lanskap kepemimpinan pendidikan yang dinamis. Tinjauan ini memberikan panggung untuk eksplorasi lebih dalam mengenai kompetensi coaching di kalangan calon kepala sekolah, dengan menyadari peran pentingnya dalam membentuk masa depan kepemimpinan pendidikan. ...
Peran kompetensi coaching makin dibutuhkan khususnya pada masa pemulihan sekolah pasca pandemi. Penelitian ini bertujuan menggali lanskap bernuansa kompetensi coaching yang dimiliki oleh guru yang mengkuti program penyiapan calon kepala sekolah pada tahun 2022. Hasil penelitian ini mengungkap kenyataan yang kurang memuaskan, karena calon kepala sekolah menunjukkan kompetensi coaching hanya pada kategori sedang-sedang saja, dan gagal mencapai keunggulan yang diinginkan. Metode penelitian yang digunakan adalah penelitian kualitatif deskriptif yang meneliti kompetensi coaching dari beragam kohort kandidat calon kepala sekolah melalui kuesioner dan wawancara mendalam. Penelitian ini berhasil mengungkap tantangan-tantangan yang harus dihadapi dalam coaching, mulai dari penerapan praktis keterampilan coaching yang terbatas hingga kesenjangan dalam peluang bimbingan. Hasil penelitian menunjukkan bahwa hanya sekitar 47% jawaban responden yang diterima dan menunjukkan kepemilikan pengalaman coaching. Sebaliknya, 53% lainnya pada kategori tidak diterima dan menunjukkan kurangnya pengalaman coaching pada calon kepala sekolah. Terlepas dari kategori tidak diterima yang mencapai 53%, penelitian ini mengidentifikasi peluang yang belum dimanfaatkan untuk perbaikan dan memberi masukan pelatihan yang sesuai untuk pengembangan profesional. Dinas Pendidikan dapat menindaklanjuti dengan membuat kebijakan yang memberi kesempatan bagi calon kepala sekolah untuk melakukan coaching, baik ke siswa, maupun rekan guru. Lembaga pelatihan dapat menggunakan hasil penelitian ini dengan menambahkan atau menyisipkan struktur program pelatihan yang membekali pengetahuan dan keterampilan coaching bagi calon kepala sekolah. Adapun Pemerintah Daerah dapat memanfaatkan hasil penelitian ini dengan membuat kebijakan daerah yang mensyaratkan kepemilikan kompetensi coaching bagi guru yang akan mendaftar sebagai kepala sekolah.
... To date, few studies have essentially focused on the perspectives of elementary school teachers about the most widely disseminated universal SEL programs (e.g., Incredible Years -Teacher Classroom Management, PATHS -Promoting Alternative Thinking Strategies) targeting externalizing behaviors, after intervention attendance (e.g., Allen et al., 2022;Ashworth et al., 2018;Marlow et al., 2015). To the best of our knowledge, the perspectives of preschool teachers toward universal SEL programs targeting anxiety problems remain unexplored. ...
... In line with prior research on the acceptability of universal teacher-led social-emotional learning programs (Allen et al., 2022;Ashworth et al., 2018;Marlow et al., 2015), the initial reservation toward onsite observation, the benefits of constructive feedback on performance and active learning strategies (namely, role play), the advantages of the collaborative group approach, drawn on teachers' experiences, emerged in the insights of our participants. Teachers in our sample also valued the focus of the new intervention on the alleviation of professional and personal issues that can impact teacher well-being and performance through the enhancement of teacher self-awareness and emotion-regulation that has been increasingly highlighted in the literature (Hwang et al., 2017). ...
High and stable behavioral inhibition (BI) during early childhood place children at increased risk of experiencing anxiety, depression, peer exclusion, victimization, and academic difficulties. The bioecological developmental framework and existing limitations in the scope of the few available interventions targeted at behavioral inhibition during early childhood support the need to develop new teacher-led socioemotional learning programs to be implemented with the peer group in the classroom. This study aimed to explore the perceptions of Portuguese psychologists and preschool teachers about the acceptability of the aims, structure, contents, activities, and materials of a new universal intervention targeting inhibited behaviors and about the barriers/facilitators to its implementation. Participants were 15 preschool teachers and 14 psychologists, who were distributed into 6 focus groups. Each focus group was moderated by a trained psychologist, using a semi-structured interview guide. The thematic analysis revealed that the aims, contents, activities, and materials of the new intervention program were considered highly acceptable by preschool teachers and psychologists. Only minor modifications in the intervention structure (i.e. implementing less time-consuming psychoeducational workshops and reducing the time interval until the follow-up session) and adaptations in the mode of delivery (i.e. hybrid format, or introduction of add-on motivational modules for preschool teachers and families) were recommended to counteract barriers related to time constraints and workplace conditions before its dissemination and pilot study. These promising findings support the perceived need and acceptability of a new teacher-led universal intervention program with targeted elements for behavioral inhibition during early childhood.
... Frontiers in Psychology 17 frontiersin.org Patti et al., 2015;Ashworth et al., 2018). In accordance with this literature, it was expected that both measures of implementation supports and program implementation would significantly discriminate between above and below teacher's profiles of quality of implementation. ...
School-based social and emotional learning (SEL) programs are associated with improvements in children’s SEL and academic outcomes, and the quality of classroom interactions. The magnitude of these effects increases at high levels of program implementation quality. This study aimed to (1) identify teachers’ profiles of quality of implementation, (2) explore teachers and classroom characteristics contributing to their propensity to comply with high quality of implementation, and (3) examine the relations between school assignment to an SEL program, quality of classroom interactions, and child SEL and academic outcomes at different levels of teachers’ compliance propensity. This study drew upon data from a cluster-randomized controlled trial evaluating the efficacy of 4Rs + MTP, a literacy-based SEL program, on third and fourth grade teachers (n = 330) and their students (n = 5,081) across 60 New York City public elementary schools. Latent profile analysis indicated that measures of teacher responsiveness and amount of exposure to implementation supports contributed to the differentiation of profiles of high and low quality of implementation. Random forest analysis showed that more experienced teachers with low levels of professional burnout had high propensity to comply with high quality of implementation. Multilevel moderated mediation analysis indicated that 4Rs + MTP teachers with high compliance propensity were associated with higher classroom emotional support and lower children’s school absences than their counterparts in the control group. These findings may inform debates in policy research about the importance of providing the supports teachers need to implement SEL school programs with high quality.
... On top of this, as universal interventions are delivered to all (i.e., a class, school, or local area), rather than working only with at-risk individuals, such programmes can also help tackle the 'community'-wide factors associated with positive mental health and wellbeing or help-seeking [21]. Moreover, targeted interventions [22] also may not create the desired "immunisation" effect, intervening early to prevent the onset of mental health difficulties through the promotion of adaptive behaviours [23]. ...
Reviews into universal interventions to improve help seeking in young people focus on specific concepts, such as behaviour, do not differentiate between interpersonal and intrapersonal help seeking, and often report on statistical significance, rather than effect size. The aim of this review was to address the gaps highlighted above, to investigate the impact of universal, school-based interventions on help-seeking in children and young people, as well as to explore longer term impact. Four databases were searched. Data were extracted on country of origin, design, participant, school, and intervention characteristics, the help-seeking concept measured (e.g. knowledge, attitude/intention, behaviour), the duration between baseline and each follow-up (if applicable) and effect sizes at each follow-up. Quality assessment of the studies was undertaken using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Overall, 14 different interventions met inclusion criteria. The majority of the studies were rated low in the quality assessment. Three constructs were most frequently reported a) intrapersonal attitudes towards help-seeking, b) interpersonal attitudes towards help-seeking and c) intrapersonal intended help-seeking. Findings around intervention effect were mixed. There was tentative evidence that interventions impacting interpersonal attitudes produced small effect sizes when measured between 3 and 6 months post intervention and that when effect sizes were initially observed intrapersonal attitudes, this remained at 3–6 month follow-up. Further work should pay attention to implementation factors, understanding the core ingredients needed to deliver effective interventions and whether embedding mental health education could help sustain or top up effect sizes from help-seeking interventions.
... As is indicated by the current study, the success of mental health education interventions in England relies on building better joint working approaches between external mental health professionals and school staff. Coaching models could be one solution for implementing MHL interventions in the future, whereby school staff receive ongoing training and support to deliver mental health content (Ashworth et al., 2018). ...
Background. School-based mental health literacy (MHL) interventions are increasingly
trialled outside of the country in which they were developed. However, there is a lack of published studies that qualitatively explore their cultural adaptation. This study investigated the reasons for adaptations made and suggested to a Canadian MHL curriculum (The Guide) within the English school context.
Method. Semi-structured interviews were conducted with 11 school staff responsible for the planning and/or implementation of The Guide across three schools in the South East of England, as part of the Education for Wellbeing (EfW) feasibility study. Transcripts were analysed using a hybrid, deductive-inductive thematic analysis.
Results. Adaptations made and suggested included dropping and emphasising content, and adapting language, examples and references. Most adaptations were proactive and related to The Guide’s implementation methods, including developing more interactive and student led approaches. Staff Capacity and Expertise, Timetabling, and Accessibility of Resources were identified as logistical reasons for adaptations. Philosophical reasons included Consistency of Messages, Student Characteristics, Reducing Stigma and Empowering Students, National and Local Context, and Appropriate Pedagogic Practices.
Conclusion. Overall, recommendations were for immediately implementable lesson plans
informed by teachers’ knowledge about best pedagogic practices in England. Adequate training, attended by both senior leadership and those implementing, was also emphasised. While ensuring that the core components are clear, MHL interventions should be developed with a necessary level of flexibility to accommodate contextual characteristics. Future research should ensure that adaptations are captured through process and implementation evaluations conducted alongside efficacy trials.
... These programs, however, should be non-stigmatizing in order to get buy-in from schools, parents, and youth (Feiss et al., 2019). Schools are attractive platforms for prevention programs because they can alter the environment and education of a large number of youth simultaneously and, when implemented successfully into the school's structure, have the potential to be integrated and sustained long-term (Ashworth et al., 2018). ...
Objective
In response to the rise in mental health needs among youth, a school-based resilience intervention was implemented for sixth graders at an urban middle school. The goal of this analysis is to examine improvements in key mental health parameters among students who endorsed negative affectivity at baseline.MethodA total of 285 11–12-year-olds (72% white, 18% Hispanic, 55% female) participated in a single-arm, non-randomized 6-week 1:1 school-based coaching intervention, Healthy Kids. Youth completed validated surveys at baseline and 6-week follow-up assessing depression/anxiety symptoms, bullying, self-efficacy, academic pressure, grit, and resilience. Participants were determined to have elevated negative affectivity if they reported mild-to-severe symptoms for both depression and anxiety symptoms. General linear models examined differences between groups for each mental health parameter, as well as change in outcomes from baseline to follow-up.ResultsA third of participants (38%) at baseline endorsed negative affectivity. Youth who endorsed negative affectivity were more often female (71% vs 29%; p < 0.001) and identified as victims of cyberbullying (25% vs 8%; p < 0.001). Youth with baseline negative affectivity scored lower for self-efficacy (total 70.5 vs 86.8; p < 0.0001). Baseline negative affectivity was a significant moderator for change in mental health parameters. Post-intervention, those who endorsed baseline negative affectivity, medium effect sizes were observed for self-efficacy (g = 0.6; 95%CI 0.3, 0.9; p < 0.001) and anxiety symptoms (g = − 0.70; 95%CI − 1.0, − 0.4; p < 0.001). Among all youth, there were significant medium intervention effects in resilience (g = 0.5; 95%CI 0.3, 0.7; p < 0.001) and self-efficacy (g = 0.7; 95%CI 0.4, 0.9; p < 0.001).ConclusionsA universal
resiliency program may improve self-efficacy and symptoms of anxiety among youth experiencing negative affectivity, while improving resilience and self-efficacy among all youth. Our findings suggest a universal school-based coaching program benefits all youth, while also specifically targeting the needs of youth with negative affectivity who are most at risk for mental health concerns.
... Other PATHS trials have examined teachers' perceptions of the intervention support system. In a UK PATHS trial (Ashworth et al., 2018), for instance, 33 teachers took part in a structured qualitative interview about their perception of the coaching that they experienced and across this sample most teachers reported the coaching itself was acceptable and teachers' particularly valued when coaches provided validation and motivation (Ashworth et al., 2018). Teachers are vital and underutilized co-investigators as well as experts in child development and thus there is also great potential for better integration of participatory research methods with teachers in the social emotional learning field and the interface of this field with teacher education (Schonert-Reichl et al., 2015). ...
... Other PATHS trials have examined teachers' perceptions of the intervention support system. In a UK PATHS trial (Ashworth et al., 2018), for instance, 33 teachers took part in a structured qualitative interview about their perception of the coaching that they experienced and across this sample most teachers reported the coaching itself was acceptable and teachers' particularly valued when coaches provided validation and motivation (Ashworth et al., 2018). Teachers are vital and underutilized co-investigators as well as experts in child development and thus there is also great potential for better integration of participatory research methods with teachers in the social emotional learning field and the interface of this field with teacher education (Schonert-Reichl et al., 2015). ...
The preschool edition of Promoting Alternative THinking Strategies (PATHS®) is a school-based, teacher implemented universal intervention developed in the United States designed to promote social emotional competence (SEC) in children as a foundation for improved mental health. PATHS is delivered as a curriculum and it is based on theories and research regarding SEC, brain development, and optimal school environments. A majority of children in Sweden attend preschool, which is government-subsidized and follows a national curriculum focusing on both academic and social emotional learning. However, there is not so much focus on formal instruction nor manual-based lessons. The purpose of this study was to assess the short-term (pre- to post-test) effects of PATHS in the Swedish preschool setting. Using a two-wave cluster randomized trial with multi-method and informant assessment (N = 285 4 and 5-year-old Swedish children; n = 145 wait-list control; n = 140 intervention; K = 26 preschools; k = 13 intervention; k = 13 control) we assessed changes in child emotional knowledge, emotional awareness, social problem solving, prosocial play, inhibitory control, and working memory using structural equation modeling (SEM). We included schools with at least one classroom of 4–5-year-old children from three municipalities. We excluded open preschools, parent cooperative preschools, and family day homes. After random assignment, schools were informed of condition assignment. Research team members were not blind to assignment. We hypothesized that relative to children in control schools, children in intervention schools would evidence improvements in social emotional competence as well as other outcomes. Children in PATHS, relative to children in the control, evidenced improvements in working memory and prosocial play, but also showed an increase in hyperactive behaviors. Girls in PATHS, relative to girls in the control, showed improvement in emotional knowledge and reduced anxiety. These results are considered in light of efforts to promote positive development and mental health. The trial registration number at ClinicalTrials.gov is NCT04512157. Main funding was from Swedish Council for Working Life and Social Research, the Swedish Research Council, Formas, and VINNOVA (dnr: 259-2012-71).
... They can reinforce that teachers are doing the correct things (Ashworth, Demkowicz, Lendrum, & Frearson, 2018). Specialists can reassure teachers they are not to blame, and the less teachers blame themselves (or worry others will blame them), the more open they are to having other adults come into their classrooms to provide support. ...
... These analyses are intended to capture the realworld results of what practically may happen when providing program consultation in low-resourced settings in low and middle-income countries. Since this study intended to help teachers better deliver HealthWise and overcome challenges, the abridged consultation was program-centered and focused on problem-solving (Ashworth, Demkowicz, Lendrum, & Frearson, 2018;Edmunds, Beidas, & Kendall, 2013). ...
Research is lacking on consultation support for school‐based evidence‐based programs (EBP) intended to prevent youths’ risky behaviors in schools in low‐resourced settings like high schools surrounding Cape Town, South Africa. Thus, this study’s objective was to examine implementation outcomes and moderators of an abridged consultation condition for supporting teachers in better implementing HealthWise, an EBP for preventing youth risky sexual and substance use behaviors. Twenty‐one schools with 33 teachers receiving abridged consultation (i.e., three consultation meetings, text message reminders, lesson plans, and support kits) were compared to 26 schools with 41 teachers that did not receive any consultation. Teachers with abridged consultation self‐reported delivering more HealthWise content. Moderation analyses found teachers with lower educational degrees, who received abridged consultation reported more student interest in HealthWise. When there was higher school‐level risk, teachers who received abridged consultation marginally self‐reported adapting HealthWise more. Findings suggest consultation support that is abridged or a lower dose than is typical can be feasible in such a low‐resourced, overburdened setting while still being associated with EBP coverage, student interest, and adaptation. However, moderation findings suggest contextual factors should be considered to match teachers/schools to the implementation support that best suits them.
... However, in mental health and education, coaches and consultants are frequently utilised to offer "ongoing support … from a specialist to improve EBI [Evidence-Based Intervention] implementation after training" ( [35] p2). This support is typically offered to frontline service providers in the form of in vivo observation, practice feedback, roleplay and other strategies aimed at improving the quality with which programs are delivered to clients, students or patients [36][37][38][39][40][41]. As for other roles, the evidence on the effectiveness of coaches or consultants is limited and ambiguous. ...
Background:
Workforce development for implementation practice has been identified as a grand challenge in health services. This is due to the embryonic nature of the existing research in this area, few available training programs and a general shortage of frontline service staff trained and prepared for practicing implementation in the field. The interest in the role of "implementation support" as a way to effectively build the implementation capacities of the human service sector has therefore increased. However, while frequently used, little is known about the skills and competencies required to effectively provide such support.
Main body:
To progress the debate and the research agenda on implementation support competencies, we propose the role of the "implementation support practitioner" as a concept unifying the multiple streams of research focused on e.g. consultation, facilitation, or knowledge brokering. Implementation support practitioners are professionals supporting others in implementing evidence-informed practices, policies and programs, and in sustaining and scaling evidence for population impact. They are not involved in direct service delivery or management and work closely with the leadership and staff needed to effectively deliver direct clinical, therapeutic or educational services to individuals, families and communities. They may be specialists or generalists and be located within and/or outside the delivery system they serve. To effectively support the implementation practice of others, implementation support practitioners require an ability to activate implementation-relevant knowledge, skills and attitudes, and to operationalize and apply these in the context of their support activities. In doing so, they aim to trigger both relational and behavioral outcomes. This thinking is reflected in an overarching logic outlined in this article.
Conclusion:
The development of implementation support practitioners as a profession necessitates improved conceptual thinking about their role and work and how they enable the uptake and integration of evidence in real world settings. This article introduces a preliminary logic conceptualizing the role of implementation support practitioners informing research in progress aimed at increasing our knowledge about implementation support and the competencies needed to provide this support.
