Overview

Chapter 1 provides a rationale for the use of prevention programs in schools, the benefits of a school-based prevention program, and a description of two of the most widely disseminated, evidence-based universal school-based preventive interventions: the PATHS Curriculum and the PAX Good Behavior Game. The importance of coaching in obtaining quality implementation of prevention programs is discussed. In addition, an overview of the PATHS to PAX Coaching Model is provided based on research and theory in the literature. Also described are coaching strategies, including building positive relationships, modeling, observing, providing personalized feedback, discussing barriers, and planning action items.

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

JMIR Research Protocols ◽

10.2196/14816 ◽

2020 ◽

Vol 9 (8) ◽

pp. e14816

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Sonja Lunn ◽

Veronica Dinaj-Koci ◽

Samiran Ghosh ◽

...

Keyword(s):

At Risk ◽

Hiv Prevention ◽

Primary Schools ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

National Implementation ◽

Over Time

Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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YOUNGSTER’S ATTITUDES TO SCHOOL-BASED PREVENTION PROGRAMS FOCUSED ON DRUG ABUSE PREVENTION

CBU International Conference Proceedings ◽

10.12955/cbup.v4.774 ◽

2016 ◽

Vol 4 ◽

pp. 318-324

Author(s):

Barbora Odraskova ◽

Michal Kozubík ◽

Lukas Odraska

Keyword(s):

Primary Prevention ◽

Drug Addiction ◽

Prevention Program ◽

Quantitative Research ◽

Prevention Programs ◽

Drug Abuse Prevention ◽

Study Objective ◽

School Based ◽

Before And After ◽

Questionnaire Method

paper focuses on primary prevention of drug addiction, in particular the primary prevention programs implemented in school environments. It contains the results of a quantitative research conducted using a non-standardized questionnaire method. The study objective was to identify differences in attitudes of a group of pupils towards the issue of drug addiction before and after they completed the school-based prevention program. The study found that after completing the school-based prevention program there was improvement in attitudes towards the issue of drug addiction in the specific group of pupils. The number of appropriate answers to the question “Alcohol makes people happy” increased by 18.82 %. respondents (62.70%) disagreed that they would adapt themselves if their opinion differed to the majority. The number of positive answers to the question “Smoking is addictive” increased by 13.66%; the number of positive answers to the question “Drinking alcohol is harmful” increased by 24.93%; and all respondents agreed with the statement that smoking threatens health.

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School-based Obesity Prevention Programs: An Evidence-based Review

Obesity ◽

10.1038/oby.2008.29 ◽

2008 ◽

Vol 16 (5) ◽

pp. 1009-1018 ◽

Cited By ~ 212

Author(s):

Jonathan A. Kropski ◽

Paul H. Keckley ◽

Gordon L. Jensen

Keyword(s):

Obesity Prevention ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

Obesity Prevention Programs

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Effects of Peer Education on the Peer Educators in a School-Based HIV Prevention Program: Where Should Peer Education Research Go from Here?

Health Education & Behavior ◽

10.1177/109019810202900402 ◽

2002 ◽

Vol 29 (4) ◽

pp. 411-423 ◽

Cited By ~ 32

Author(s):

Angela Ebreo ◽

Sonja Feist-Price ◽

Youmasu Siewe ◽

Rick S. Zimmerman

Keyword(s):

Education Research ◽

Hiv Prevention ◽

Risk Reduction ◽

Prevention Program ◽

Peer Education ◽

Aids Prevention ◽

Prevention Programs ◽

Future Research ◽

Peer Educators ◽

School Based

Although many HIV/AIDS prevention programs for adolescents have used peer educators to deliver risk reduction information, fewresearchers have evaluated the effects of participation in educational activities on the peer educators themselves. The present study compares several outcomes experienced by peer educators involved in a school-based HIV prevention program with those of their classmates to determine areas in which involvement in the curriculum had an effect on peer educators. Analyses revealed few differences between peer educators that could be attributed to the implementation of the intervention. The findings are discussed in terms of their implications for prevention programs targeting adolescent populations, and suggestions are made concerning the importance of future research on the selection, training, and integration of peer educators into school-based programs.

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Pemanfaatan sekolah sebagai sarana pencegahan obesitas sejak dini pada remaja

Journal of Community Empowerment for Health ◽

10.22146/jcoemph.39796 ◽

2019 ◽

Vol 1 (2) ◽

pp. 107

Author(s):

Harry Freitag Luglio Muhammad

Keyword(s):

Obesity Prevention ◽

Prevention Program ◽

Health Workers ◽

Later Life ◽

Prevention Programs ◽

School Based ◽

Increased Risk ◽

Obesity Prevention Programs ◽

Obesity Prevention Program

Obesity among adolescents is a new nutritional problem in Indonesia. This is not only associated with increased risk for obesity in later life but also increased the risk for cardiovascular diseases, type 2 diabetes mellitus, hypertension, and other non-communicable diseases. Therefore an effective and integrated obesity prevention program is highly warranted. There are several community-based programs for obesity prevention that have been developed in the past few decades and school-based activity is one of the potential programs that could be implemented in the Indonesian setting. School is a strategic location for obesity prevention programs in the adolescents because school is the place where most of the adolescents spending their time outside their home. In addition, a school also a centralized community where health and nutrition promotion programs can be done at the same time. In 2012, the Indonesian Ministry of Health published a guidebook on the prevention and treatment of adolescents with obesity at school. However, this guideline only focusing on the role of health workers at puskesmas level and not detailing the role of the school in managing obesity prevention program. Thus, this review was made to provide an alternative solution for obesity prevention in adolescent via programs that can be done at school. Author aimed this review for school managers, puskesmas health workers, the local department of health, researcher and non-government organization that has the concern regarding adolescents health especially in relation to nutrition. This review can be a foundation for the development and implementation of school-based obesity prevention programs as well as a reference for the development of school policy.

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A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions

10.1093/med:psych/9780190609573.001.0001 ◽

2017 ◽

Cited By ~ 2

Author(s):

Dana D. Marchese ◽

Kimberly D. Becker ◽

Jennifer P. Keperling ◽

Celene E. Domitrovich ◽

Wendy M. Reinke ◽

...

Keyword(s):

Public Schools ◽

Performance Feedback ◽

Real Life ◽

Lessons Learned ◽

Classroom Teachers ◽

Evidence Based ◽

Case Examples ◽

Coaching Model ◽

Coaching Strategies ◽

And Performance

A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions highlights the consultation strategies used by the coaches on the PATHS to PAX Project with the Johns Hopkins Center for Prevention and Early Intervention working with classroom teachers in Baltimore City public schools. The PATHS to PAX Project is the integration of two of the most widely disseminated, evidence-based, universal school-based preventive interventions: the PATHS curriculum and the PAX Good Behavior Game, or PAX GBG. This book reviews the Universal Coaching Model and the Indicated Coaching Model for supporting teacher implementation, including establishing positive coach–teacher relationships as well as coaching strategies that reflect core principles of behavior change, such as modeling, reinforcement, and performance feedback. Also presented are lessons learned and real-life case examples from coaches working with classroom teachers, and strategies for addressing coaching challenges and barriers. The selection, training, and supervision of coaches are discussed, and more than 30 handouts are included in the Appendix for coaches to adapt and use in their work with classroom teachers.

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Awareness and use of the 11+ injury prevention program among coaches of adolescent female football teams

International Journal of Sports Science & Coaching ◽

10.1177/1747954118787654 ◽

2018 ◽

Vol 13 (6) ◽

pp. 929-938 ◽

Cited By ~ 6

Author(s):

Alex Donaldson ◽

Aisling Callaghan ◽

Mario Bizzini ◽

Andrew Jowett ◽

Patrick Keyzer ◽

...

Keyword(s):

Injury Prevention ◽

Real World ◽

Prevention Program ◽

Online Survey ◽

Prevention Programs ◽

Evidence Based ◽

Adolescent Female ◽

Implementation Barriers ◽

Cross Sectional ◽

Injury Prevention Program

Coaches are essential to participant safety, particularly by implementing injury prevention programs. The evidence-based injury prevention programs developed by sports scientists will not prevent injuries in real-world sports settings if they are not properly implemented. This study investigated the knowledge and use of the highly efficacious 11+ injury prevention program among coaches of adolescent, female football teams, in Victoria, Australia. A cross-sectional online survey based on the RE-AIM framework identified that nearly half (42%) of the 64 respondents (response rate = 36%) were not aware of the 11+, and only one-third (31%) reported using it. Three-quarters (74%) of the 19 respondents who reported on the 11+ components they used, did not use the entire program. Nearly half (44%) of the 18 respondents who reported the frequency with which they used the 11+, used it less than the recommended twice a week. Barriers to implementing the 11+ included: limited awareness of the 11+; lack of knowledge about how to implement it; not having time to implement it; and believing that the 11+ does not incorporate appropriate progression. This study suggests that it is unlikely that the 11+ prevents a significant number of injuries in real-world football settings due to the lack of awareness and use among coaches. Football-governing bodies should use evidence-based strategies to raise awareness of the 11+, build coach competency to implement it, and address time-related implementation barriers that coaches experience. Coaches should keep up-to-date with injury prevention research evidence and prioritize injury prevention at training, including allocating time to implement injury prevention programs properly.

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting (Preprint)

10.2196/preprints.14816 ◽

2019 ◽

Author(s):

Bo Wang ◽

Lynette Deveaux ◽

Sonja Lunn ◽

Veronica Dinaj-Koci ◽

Samiran Ghosh ◽

...

Keyword(s):

At Risk ◽

Hiv Prevention ◽

Primary Schools ◽

Implementation Strategies ◽

Implementation Fidelity ◽

Prevention Programs ◽

Evidence Based ◽

School Based ◽

National Implementation ◽

Over Time

BACKGROUND Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. OBJECTIVE This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. METHODS This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. RESULTS It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. CONCLUSIONS The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. INTERNATIONAL REGISTERED REPORT PRR1-10.2196/14816

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Factors that help and hinder the implementation of digital depression prevention programs: A school based cross-sectional study (Preprint)

10.2196/preprints.26223 ◽

2020 ◽

Author(s):

Joanne Rose Beames ◽

Lara Johnston ◽

Bridianne O'Dea ◽

Michelle Torok ◽

Helen Christensen ◽

...

Keyword(s):

Mental Health ◽

Prevention Program ◽

Prevention Programs ◽

Barriers And Facilitators ◽

Capital City ◽

Survey Study ◽

School Type ◽

Cross Sectional ◽

Depression Prevention ◽

School Based

BACKGROUND Background: Digital prevention programs that are delivered in the school environment can inoculate young people against depression. However, little is known about the school-based factors that help and hinder the implementation of these programs. School staff are integral to supporting mental health programs in schools and are likely to have a wealth of expertise and knowledge about the factors that affect implementation. OBJECTIVE Objective: The primary objective of this study was to explore the barriers and facilitators to implementing a digital depression prevention program in Australian secondary schools with teachers, counsellors, and principals. The secondary objective was to explore variation in these factors across different school contexts, including school type (government or non-government), location (capital city, regional, or rural), and socio-economic status (low, medium, high). METHODS Methods: This quantitative cross-sectional survey study assessed the barriers and facilitators to implementing a hypothetical digital prevention program in Australian schools. Ninety-seven teachers (Mage = 38.3), 93 counsellors (Mage = 39.4), and 11 principals (Mage = 50.91) across New South Wales, Australia, responded to the surveys between November 2017 and July 2018. RESULTS Results: A range of barriers and facilitators relating to logistics and resourcing, staff support, and program factors were endorsed by the surveyed staff. Consistent with prior research, common barriers included a lack of time and resources (i.e., staffing and rooms). These barriers were particularly evident in government, rural/regional, and low socioeconomic schools. Other barriers were specific to digital delivery, including privacy issues and a lack of clarity around staff roles and responsibilities. Facilitators included upskilling staff through training, embedding the program into the curriculum, and other program factors including universal delivery, screening of students’ mental health, and clear referral pathways. Knowledge about program efficacy was also perceived as important by a large proportion of respondents. CONCLUSIONS Conclusions: The digital depression prevention program was perceived as suitable for use within different schools in Australia, although certain factors need to be considered to enable effective implementation. Logistics and resourcing, support, and program factors were identified as particularly important for school-based implementation. To maximise the effectiveness in the delivery of digital programs, implementation may need to be tailored to staff role and school type.

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Conclusion

A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions ◽

10.1093/med:psych/9780190609573.003.0007 ◽

2017 ◽

pp. 152-154

Author(s):

Dana D. Marchese ◽

Kimberly D. Becker ◽

Jennifer P. Keperling ◽

Celene E. Domitrovich ◽

Wendy M. Reinke ◽

...

Keyword(s):

Performance Feedback ◽

Important Change ◽

Evidence Based ◽

Teacher Implementation ◽

Coaching Model ◽

School Based ◽

Teacher Proficiency ◽

School Based Interventions ◽

And Performance ◽

Support Teacher

The Conclusion chapter briefly reviews strategies outlined in the book to effectively support teacher proficiency with PATHS to PAX GBG. It stresses that prevention and evidence-based interventions are needed to bring about important change that improves the outcomes of students. It highlights several of the strategies that coaches can use, such as modeling, reinforcement, and performance feedback. It reviews the Universal Coaching Model and the Indicated Coaching Model, and offers encouragement to coaches in support of teacher implementation of school-based interventions.

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