Implication of Results: Factors for Success

Abstract

The four-year evaluation study summarized in this issue brings new evidence and directions for more successful health education programs. Two major factors for success stand out. The implementation of the program requires administrative support to assure adequate teacher preparation, and, fidelity to the curriculum must be maintained. The authors will describe these factors.

Strategies for enhancing the adoption of school‐based prevention programs: Lessons learned from the Blueprints for Violence Prevention replications of the Life Skills Training program

“…The most successful trainings are those with knowledgeable and enthusiastic trainers, as well as support and attendance by site administrators. Several studies have demonstrated a relationship between teacher training and program success~Flay, 1999!, with trained teachers more likely to fully implement a program and implement with greater fidelity~Connell, Turner, & Mason, 1985;Fors and Doster, 1985;McCormick, Steckler, &McLeroy, 1995!, andachieve better student outcomes~Parcel et al, 1991;Ross, Luepker, Nelson, Saavedra, & Hubbard, 1991;Taggart et al, 1990!, compared to untrained teachers. It is important to provide retraining in subsequent years to ensure continued program involvement and rekindle commitment~Gager and Elias, 1997;Gingiss, 1992!. Without support over time, implementers may stop using a program or fail to fully deliver it~Gingiss, 1992!. Likewise, some may deviate from the intended program, and additional training and corrective feedback could encourage these implementers to get back "on course"~Parcel et al, 1991!.…”

“…Likewise, many sites suffered teacher turnover during the school year, which often delayed implementation and necessitated additional training. Our project required full training and covered training costs, but in unmonitored replication efforts, teacher turnover could very well result in untrained teachers delivering the program, threatening fidelity~Connell Fors and Doster, 1985;McCormick et al, 1995;Parcel et al, 1991;Ross et al, 1991;Taggart et al, 1990! ;or, in the failure of the program to be implemented at all.…”

Factors Associated with Fidelity to Substance Use Prevention Curriculum Guides in the Nation's Middle Schools

“…In-person training has also been empirically linked to compliance with curricular components. 34,[45][46][47][48][49] Relatively few implementer or teacher characteristics, other than familiarity with the curriculum, 34 overall teaching proficiency, and teacher self-efficacy 32 have been discussed in terms of their effects on fidelity. Also, little has been written about the role that audience or participant characteristics play in adaptation.…”

Implementation of a School-Based Mental Health Promotion Programme in Ireland

“…A number of studies have found that the degree of training received is associated with both better programme fidelity (WHO, 1997) and better outcomes (Fors & Doster, 1985). In addition, mental and emotional health is a particularly difficult and sensitive area that many teachers feel unprepared to deal with in the classroom; in the Mind Out study only 37% of schools agreed that 'teachers feel well equipped to educate students about mental health and mental illness' in response to a school ethos questionnaire.…”