Three Cs of Translating Evidence-Based Programs for Youth and Families to Practice Settings

Freire, Kimberley; Perkinson, Leah; Morrel-Samuels, Susan; Zimmerman, Marc A.

doi:10.1002/cad.20111

Cited by 14 publications

(15 citation statements)

References 41 publications

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“…The resulting curriculum included six themed units (1) Youth as Leaders, (2) Learning About Our Community, (3) Improving Our Community, (4) Building Intergenerational Partnerships, (5) Planning for Change, and (6) Action and Reflection (Zimmerman et al, 2011). We identified core content components associated with each of the YES sessions based on the program’s theoretical model (Eisman et al, 2016; Freire, Perkinson, Morrel-Samuels, & Zimmerman, 2015). These core content components are as follows: self-esteem, leadership efficacy, civic efficacy, adult mentoring relationships, adult resources, resource mobilization, leadership behavior, community engagement, and school engagement.…”

Section: Introductionmentioning

confidence: 99%

Measuring the Implementation of Youth Empowerment Solutions

Morrel-Samuels

Rupp

Eisman

et al. 2017

Health Promotion Practice

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Scholars have increasingly emphasized the importance of using evidence-based programs to promote health and prevent disease. While theoretically and empirically based programs may be effective in carefully controlled conditions, many fail to achieve desired outcomes when implemented in real-world settings. Ensuring high-quality implementation of health promotion programs is critically important as variation in implementation is closely associated with program effectiveness. The purpose of this article is to present methods used to document and assess the implementation of the Youth Empowerment Solutions (YES) program. We collected process evaluation data on 25 YES groups from 12 schools over a period of 4 years. The evaluation assessed four key aspects of delivery: fidelity, dose delivered, dose received, and program quality. We found wide variations in delivery for some measures, while others were more consistent across groups. These indicators of program delivery provided a strong basis for evaluating program implementation, taking actions to improve it, and ultimately, deepening understanding of program effectiveness. The study suggests a model for using multiple methods to collect and analyze data about aspects of program delivery to guide future implementations.

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Section: Introductionmentioning

confidence: 99%

Measuring the Implementation of Youth Empowerment Solutions

Morrel-Samuels

Rupp

Eisman

et al. 2017

Health Promotion Practice

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“…The experience of these implementers suggests the potential value of strategies by which developers can support dissemination into practice settings, as outlined by Freire, Perkinson, Morrel-Samuels, and Zimmerman (2015). Briefly stated, the authors recommend communicating program theory in terms that will be understood by implementers, clarifying expectations for fidelity and permissible adaptations, and codifying what has been learned from implementation.…”

Section: Discussionmentioning

confidence: 99%

Implementers’ Perspectives on Fidelity of Implementation

Cutbush

Gibbs

Krieger

et al. 2016

Health Promotion Practice

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Fidelity of implementation is an essential factor in realizing outcomes of evidence-based interventions. Yet perspectives vary on the degree to which fidelity is necessary or desirable, implementers may receive limited guidance on fidelity, and research on implementers' understanding and operationalization of fidelity is lacking. We conducted key informant interviews with 20 individuals who implemented an evidence-based teen dating violence prevention curriculum in seven sites. Interviews addressed how implementers defined fidelity and the adaptations they made in implementing the curriculum. Although all implementers reported delivering the curriculum with fidelity, their definitions of fidelity varied. Most defined fidelity in terms of adherence to the published curriculum, although definitions sometimes allowed modifications of pedagogy or adding or subtracting materials. A smaller group of implementers defined fidelity in terms of their perceptions of the curriculum's core messages. All implementers described variations from the published curriculum, which were frequently inconsistent with their own definitions of fidelity. Implementers committed to the value of implementation with fidelity may need support in its definition and application. Developers can support implementers by communicating program theory in terms that implementers will understand, clarifying expectations for fidelity and allowable adaptations, and codifying lessons learned from previous implementation.

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“…FLE occurs in many locations and settings (Schroeder Measurement Technologies, ), and a good fit between the program theory and the organization or setting's mission will facilitate successful implementation and program sustainability (Akin et al, ; Durlak & DuPre, ; Freire, Perkinson, Morrel‐Samuels, & Zimmerman, ). In addition to an alignment of mission, organizational support, capacity to deliver the program effectively, culture, leadership, funding, and policy are important to program implementation (Durlak & DuPre, ; Futris et al, ; Guerra & Knox, ).…”

Section: Fle Implementation Frameworkmentioning

confidence: 99%

“…It is also important to identify a theory of change, which may include the core components of the program that are essential to achieve program outcomes. Not only is a theoretical foundation essential in FLE practice, it is important to communicate the underlying theory to program stakeholders (Freire et al, ).…”

Section: Fle Implementation Frameworkmentioning

confidence: 99%

The Practice of Family Life Education: Toward an Implementation Framework

Ballard

2020

Family Relations

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The practice of family life education (FLE) includes the methods and strategies that family life educators use when implementing programs, along with processes and contextual factors that influence effective program implementation. The focus of this article is on the evidence-based practices (i.e., best practices) used in the effective delivery of FLE programs. These best practices are organized into an implementation framework designed to guide and support FLE practice and thereby improve program outcomes. The FLE Implementation Framework includes the following components: (a) program environment, (b) program participants, (c) program design and delivery, and (d) program facilitator. Best practices for each component, as well as guiding questions and evaluation strategies, are provided.Family life education (FLE) consists of a variety of educational activities designed to enrich and strengthen families. But what do family life educators do as they engage in these activities? Myers-Walls, Ballard, Darling, and Myers-Bowman (2011) identified four components of FLE practice, in the form of questions, to capture the essence of how family life educators work with families:

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Three Cs of Translating Evidence-Based Programs for Youth and Families to Practice Settings

Cited by 14 publications

References 41 publications

Measuring the Implementation of Youth Empowerment Solutions

Measuring the Implementation of Youth Empowerment Solutions

Implementers’ Perspectives on Fidelity of Implementation

The Practice of Family Life Education: Toward an Implementation Framework

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