Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Flaspohler, Paul; Meehan, Cricket; Maras, Melissa A.; Keller, Kathryn E.

doi:10.1007/s10464-012-9520-z

Cited by 81 publications

(82 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The value of integrating a combination of backgrounds and competencies in the design and implementation process as done in the UHSP was also recognized in previous research (Flaspohler et al, 2012;Hansen & McNeal, 1999;Wold & Samdal, 2012): (Anderson, 2005) Several positive aspects resulted from this multidisciplinary, participatory approach. Firstly, it made school tailoring of the intervention more feasible.…”

Section: Lesson 2: Design and Implementation Should Be Led By A Steermentioning

confidence: 81%

“…HPS initiatives operationalized via SHE's whole school approach from a practical education perspective (Beets et al, 2008;Bonell et al, 2010;Deschesnes, Martin, & Adele Jomphe-Hill, 2003;Flaspohler, Meehan, Maras, & Keller, 2012;Klostermann, Perry, & Britto, 2000;MacDonald & Green, 2001;Piper, King, & Moberg, 1993;Powers, Bowen, & Bowen, 2010). This paper presents the lessons learned from the development and implementation of a whole-school HPS pilot intervention in The Netherlands (the Utrecht Healthy School Pilot (UHSP)).…”

Section: International Journal Of Research Studies In Education 17mentioning

confidence: 99%

“…The UHSP's comprehensive, school-tailored, multi-behavioral approach is increasingly seen as a proper approach to HPS design (Flaspohler et al, 2012;Geddie & Hobin, 2011;Patton, Bond, Butler, & Glover, 2003) with well-known examples such the Gatehouse Project (Patton et al, 2003) and the Irish Mind Out project (Byrne, Barry, NicGabhainn, & Newell, 2001). However, this approach still leads to significant practical roadblocks such as in a recent Russian HPS case study in which the schools generally did not take on such a comprehensive approach.…”

Section: Lesson 1: Tailor Hps Interventions In Both Content and Formmentioning

confidence: 99%

“…It is therefore important for schools to adapt a long-term vision with regard to their development and carefully plan when to integrate such efforts. In another recent study Flaspohler and colleagues stated that certain schools that were deemed "ready" to become a HPS had a much better chance at succeeding at this and that such indicators should be used to decide whether a school at a given time would be wise to endeavor in a HPS development (Flaspohler et al, 2012 (Flaspohler et al, 2012, p. 440).…”

Section: Lesson 6: Health Promoting Schools: Not For Every School At mentioning

confidence: 99%

See 3 more Smart Citations

Development and implementation of a tailored health promoting school in The Netherlands: Lessons learned

Busch¹,

Leeuw²,

Schrijvers³

2013

IJRSE

View full text Add to dashboard Cite

This paper presents the lessons learned from the design and implementation of a whole school Health Promoting School (HPS) pilot on a high school in The Netherlands. This pilot aims to improve a range of health behaviours in adolescents via the Whole School Approach of Health Promoting Schools framework of the WHO-supported Schools for Health in Europe initiative (SHE). Eleven semi-structured interviews were held with key stakeholders in the intervention's design and implementation. Results showed that becoming a HPS should be considered a comprehensive curriculum change that requires significant organizational investments. By integrating the intervention instead of implementing it "as is" into school's existing infrastructure the additional burden to the curriculum was minimized; this was important for intervention relevance and it strengthens feelings of intervention ownership and motivation among teachers. Also, implementation should be led by a steering group of professionals from health sciences and education as well as parents, students and teachers from the school to combine knowledge on practical feasibility and evidence based practices. Teachers should be further educated to increase competence in their new role. Lastly, a central coordinator with proper personal competencies and power to get things done is necessary to steer these developments. Since not all schools are able to make the necessary investments, successfully becoming a HPS is not feasible for just any school at any point in time; it has to be considered a well-planned comprehensive system change. Schools with competing problems such as school violence or organizational struggles should postpone HPS developments.

show abstract

Section: Lesson 2: Design and Implementation Should Be Led By A Steermentioning

confidence: 81%

Section: International Journal Of Research Studies In Education 17mentioning

confidence: 99%

Section: Lesson 1: Tailor Hps Interventions In Both Content and Formmentioning

confidence: 99%

Section: Lesson 6: Health Promoting Schools: Not For Every School At mentioning

confidence: 99%

See 2 more Smart Citations

Development and implementation of a tailored health promoting school in The Netherlands: Lessons learned

Busch¹,

Leeuw²,

Schrijvers³

2013

IJRSE

View full text Add to dashboard Cite

show abstract

“…In recent years, many researchers focus on both translating intervention research into practice and building capacity for supporting those intervention practice within school settings (Taylor, Weist, & DeLoach, 2012;Chinman et al, 2012;Flaspohler, Meehan, Maras, & Keller, 2012;Halgunseth, Carmack, & Childs, 2012;Saldana & Chamberlain, 2012). Most of the researches are evidence-based, various types of programs (such as trauma-focused intervention, school-based prevention programs) are facilitating for the research.…”

Section: School Mental Health Programsmentioning

confidence: 99%

Promote Campus Mental Health From Community Psychology Perspective

Ming¹,

Chang²

2017

JPR

View full text Add to dashboard Cite

This research aims to explore the most suitable strategies which assist school to promote campus (including teachers and students) mental health. Researcher was first approached by PY Secondary School and some basic issues and ideas were being raised and discussed by principal and head of counsellor. In order to find out the most suitable solution, action research method which introduced by Rowell (2005) was being used in this research. This research had been conducted for a year. Researcher assessed and planned the action through community psychology's lens which focuses on seeing the problems from the ecological way instead of traditional way.Researcher took initiative to join some of the enrichment class (cooking class and nursery class) together with the students in order to observe and find out their real needs. After the observation, researcher made an assessment and proposed some ideas (including conduct activities, group counselling, resources sharing) which help to promote student's mental health. The findings of the research have shown that students felt themselves were being more supported by teachers, the school teachers found their interaction with students is stronger, and student's disciplinary issues had been reduced.

show abstract

Selling Innovations Like Soap: The Interactive Systems Framework and Social Marketing

McAlindon

2017

American J of Comm Psychol

View full text Add to dashboard Cite

Despite the popularity and noted utility of Wandersman and colleagues' (2008) Interactive Systems Framework, the literature currently provides a primary focus on delivery organizations' and supportive stakeholders' capacities and strategies to implement innovations, presenting a critical gap in understanding. Unfortunately, reflective of a larger void in community dissemination and implementation efforts, there is a more limited focus on the dissemination of innovations. This paper presents the social marketing literature as a supplement to the Prevention Synthesis and Translation System (PSTS), the system responsible for dissemination. The study and practice of innovation synthesis and translation is examined in the literature; and based on the conclusions drawn, social marketing theory is used to provide a systematic approach to improving dissemination within the Interactive Systems Framework. Specifically, three gaps related to the PSTS are identified in the literature that align with and can be filled using social marketing. Social marketing is defined and presented as a supplement by providing theory and practices, within a systems context, for effectively communicating and influencing change. By blending social marketing with the Interactive Systems Framework, the aim is to improve the understanding of strategic communication and its role in the effective dissemination, and subsequent implementation, of innovations.

show abstract

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Cited by 81 publications

References 48 publications

Development and implementation of a tailored health promoting school in The Netherlands: Lessons learned

Development and implementation of a tailored health promoting school in The Netherlands: Lessons learned

Promote Campus Mental Health From Community Psychology Perspective

Selling Innovations Like Soap: The Interactive Systems Framework and Social Marketing

Contact Info

Product

Resources

About