Addressing the Adherence-Adaptation Debate: Lessons from the Replication of an Evidence-Based Sexual Health Program in School Settings

Different Approaches to Address Bullying in KiVa Schools: Adherence to Guidelines, Strategies Implemented, and Outcomes Obtained

“…Using data from Finnish schools implementing the KiVa antibullying program, followed for a period of 6 years, this study examined whether the school personnel conducting targeted interventions (i.e., discussions with bullying perpetrators) used the program-recommended approaches vs. their own adaptations, and whether they organized follow-up meetings after such discussions. The present study shed light on the question of implementation fidelity, and more specifically on the adherence vs. adaptation issue (Parekh et al 2019), by investigating how effective these different approaches were in reducing bullying, using reports from both school personnel and students. In addition, we examined how the effectiveness of the actions taken was influenced by the level of schooling, the duration of KiVa implementation, and the schools' organizing of follow-up meetings.…”

“…The reasons for adaptation may include lack of time, limited resources, lack of information, lack of appropriate training, or strong beliefs regarding the (non-)effectiveness of a particular strategy (Durlak and DuPre 2008;Haataja et al 2015;Moore et al 2013;Ringwalt et al 2003). A growing body of research suggests that the closer the implementation of an intervention follows its original design, the better the obtained outcomes (Durlak and DuPre 2008;Wilson and Lipsey 2007); the debate on whether guidelines should be carefully followed or whether adaptations might lead to better outcomes is, however, ongoing (Cross and West 2011; Parekh et al 2019).…”

“…Teachers may adapt the recommended approaches in ways they think better meet their needs, or they may employ completely different approaches. In the present study, we address the adherence vs. adaptation issue (Cross and West 2011;Parekh et al 2019) for the very first time in the area of bullying interventions. Using data from Finnish schools followed over a period of 6 years, our first aim is to investigate the extent to which their personnel systematically employed the program-recommended approaches (confronting or non-confronting), used one or the other depending on the bullying case (case-specific approach), or used their own adaptation when talking to perpetrators of bullying, and whether they organized follow-up meetings after such discussions-as recommended in the program.…”

Okul Temelli Zorbalık Önleme Programlarının İncelenmesi

“…Bunun nedeni çoğu zaman motivasyon yetersizliği olup, nedenleri arasında zaman eksikliği, sınırlı kaynaklar, bilgi eksikliği, uygun eğitim eksikliği veya belirli bir stratejinin (Durlak & DuPre, 2008); (Haataja et al, 2015) etkililiği (etkisizliği) ile ilgili güçlü inançlar yer alabilir. Bununla birlikte, kılavuzların dikkatle izlenmesinin gerekip gerekmediği veya uyarlamaların daha iyi sonuçlara yol açıp açmayacağı konusundaki tartışmalar devam etmektedir (Cross & West, 2011); (Parekh et al, 2019).…”

Comparing standard versus enhanced implementation of an evidence-based HIV prevention program among Bahamian sixth grade students: findings from nationwide implementation trials

“…School-based programs are especially prone to adaptations in the real-world setting, as compared to programs implemented in research and healthcare settings [5]. Adaptations can improve intervention fit to the setting while maintaining effectiveness [6]. However, heavy modifications (> 1/4 core activities) were found to be negatively related to teachers' implementation fidelity and diminished program effectiveness [7].…”