The Student Assistance Program: higher education’s Holy Grail

Taylor, Suzan R.; Baker, Sally-Ann

doi:10.1080/02643944.2011.651226

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Limited evaluation of the SAP has been conducted, with most studies offering description of programme aims, implementation procedures and participant perspectives (Carnwell and Baker 2007 ; Porter 2009 ; Taylor and Baker 2012 ). Where pre-post-evaluation has been conducted, there have been reported improvements in self-awareness, self-regulation, social skills, motivation, empathy and overall emotional literacy (Porter 2009 ).…”

Section: Introductionmentioning

confidence: 99%

Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems

2015

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Sporadic and inconsistent implementation remains a significant challenge for social and emotional learning (SEL) interventions. This may be partly explained by the dearth of flexible, causative models that capture the multifarious determinants of implementation practices within complex systems. This paper draws upon Rogers (2003) Diffusion of Innovations Theory to explain the adoption, implementation and discontinuance of a SEL intervention. A pragmatic, formative process evaluation was conducted in alignment with phase 1 of the UK Medical Research Council’s framework for Developing and Evaluating Complex Interventions. Employing case-study methodology, qualitative data were generated with four socio-economically and academically contrasting secondary schools in Wales implementing the Student Assistance Programme. Semi-structured interviews were conducted with 15 programme stakeholders. Data suggested that variation in implementation activity could be largely attributed to four key intervention reinvention points, which contributed to the transformation of the programme as it interacted with contextual features and individual needs. These reinvention points comprise the following: intervention training, which captures the process through which adopters acquire knowledge about a programme and delivery expertise; intervention assessment, which reflects adopters’ evaluation of an intervention in relation to contextual needs; intervention clarification, which comprises the cascading of knowledge through an organisation in order to secure support in delivery; and intervention responsibility, which refers to the process of assigning accountability for sustainable delivery. Taken together, these points identify opportunities to predict and intervene with potential implementation problems. Further research would benefit from exploring additional reinvention activity.

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Section: Introductionmentioning

confidence: 99%

Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems

2015

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“…The intervention has been recommended by the Welsh school inspectorate as best practice in managing challenging behaviour (Estyn, 2006). It has not been subjected to an outcome evaluation to assess effectiveness and existing research provides qualitative data on acceptability and implementation practices (Carnwell and Baker 2007;Carnwell et al, 2008;Evans et al, 2014bEvans et al, , 2015Taylor and Baker, 2012).…”

Section: The Student Assistance Programmentioning

confidence: 99%

Understanding the diffusion of non-evidence-based health interventions: The role of experiential evidence

Evans

Murphy

Scourfield

et al. 2017

Health Education Journal

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Objective: The utilisation of evidence-based health interventions remains a challenge in educational settings. Although driving forward the scientific evidence-base may contribute to the diffusion of such approaches, abstract notions of population-level impact may not be seen as priorities in local. This paper considers the alternative forms of evidence that inform schools’ decision-making in relation to the adoption and implementation of health programmes. Design: Pragmatic formative process evaluation of a non-evidence-based social and emotional learning intervention, the Student Assistance Program, was conducted. Case-study methodology was used. Setting: Cases comprised four socio-economically contrasting secondary schools (free school meal eligibility ranging from 11.3% to 36%). Method: Semi-structured interviews were conducted with 15 programme stakeholders. Results: The results explore (a) how school staff acquired belief in the merit of the Student Assistance Program through an intervention training course; (b) how experiential evidence gained in this course is used in the effort to secure intervention adoption; and (c) how intervention implementation may be limited by the lack of opportunities to develop experiential evidence within the educational setting. Conclusion: Alternative forms of evidence, specifically experiential evidence, are of importance in the diffusion of interventions within educational settings. Evidence-based approaches need to further acknowledge and accommodate these alternative forms of understanding to enhance their uptake and implementation.

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The Student Assistance Program: higher education’s Holy Grail

Cited by 2 publications

References 9 publications

Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems

Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems

Understanding the diffusion of non-evidence-based health interventions: The role of experiential evidence

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