Whole School Improvement and Restructuring as Prevention and Promotion

Felner, Robert D.; Favazza, Antoinette E.; Shim, Minsuk; Brand, Stephen; Gu, Kenneth; Noonan, Nancy

doi:10.1016/s0022-4405(01)00057-7

Cited by 83 publications

(18 citation statements)

References 9 publications

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“…One research group (Botvin 2000) has used a 60% level to assess the impact of implementation, although whether other thresholds would produce similar results is unknown. While the results of the Felner et al (2001) investigation indicate that threshold effects are possible for different subgroups of participants, findings for the School Health Education Evaluation have indicated threshold effects for different types of outcomes (Connell et al 1985). For example, gains in students' knowledge appeared much more quickly than behavioral changes (after 15 h of intervention compared to 35 h, respectively) but the highest gains in each area were not stable until after 50 h of intervention.…”

Section: A Future Research Agendamentioning

confidence: 93%

“…For example, some authors (e.g., Elias et al 1986) found more positive effects for girls than for boys in a school based intervention under conditions of better implementation. Felner et al (2001) found that at intermediate levels of implementation high risk students showed little or no benefit, (i.e., the effect sizes for the outcome measures were near zero) but at high implementation levels, this same group demonstrated substantial improvements (i.e., effect sizes between 0.50 to 0.75 depending on the outcome domain). The Felner et al (2001) results also suggest that different implementation thresholds might exist for different participants (see below).…”

Section: A Future Research Agendamentioning

confidence: 94%

“…Fixsen et al (2005) recommend at least 1 year, whereas Felner et al (2001) suggest that at least 3 years are required for major school-wide reforms. In contrast to investigations indicating deterioration in implementation levels over time, some reports of large scale multi year interventions have shown that implementation improves from year to year (e.g., Cook et al 1999;Elder et al 1996;Felner et al 2001;Riley et al 2001). It is reasonable to assume that complicated interventions require more time to be conducted properly.…”

Section: A Future Research Agendamentioning

confidence: 99%

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Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Durlak

DuPre

2008

American J of Comm Psychol

4,058

193

4,485

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The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.

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Section: A Future Research Agendamentioning

confidence: 93%

Section: A Future Research Agendamentioning

confidence: 94%

Section: A Future Research Agendamentioning

confidence: 99%

See 1 more Smart Citation

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Durlak

DuPre

2008

American J of Comm Psychol

4,058

193

4,485

View full text Add to dashboard Cite

show abstract

“…These authors noted that, “after the transition to junior high school, early adolescents are often confronted with a regressive environmental change” (p. 99) that sets up environmental contingencies and structures that are more inflexible and restrictive than those they experienced in late elementary school. Given their importance, it is not surprising that interactions between students and teachers have been a primary focus of several prevention programs (e.g., Felner et al, 2001).…”

Section: Discussionmentioning

confidence: 99%

Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study

Farrell

Erwin

Allison

et al. 2007

J of Research on Adolesc

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Qualitative methods were used to identify problem situations encountered by adolescents in urban middle schools serving a predominantly African American student population. Interviews focusing on identifying problem situations and the context in which they occur were conducted with 60 adolescents including students and peer mediators at middle schools and adolescents at community centers. Interviews were also conducted with 50 adults, including parents of middle school students, community center staff, and middle school staff including bus drivers, cafeteria workers, teachers, security guards, and school administrators. Qualitative analysis and coding of interview transcripts identified 39 themes representing a diverse array of problem situations, many of which occurred across multiple contexts including peers, school, family, and neighborhood domains.Children and adolescents growing up in poor urban areas frequently encounter a variety of stressors that place them at increased risk for the development of adjustment problems (Allison et al.

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“…An example of environment-based interventions is STEP (the School Transitional Environment Project) (Felner & Adam, 1988;Felner, Favazza, Shim, Brand, Gu, & Noonan, 2001). STEP seeks to facilitate the transition from elementary to junior high school by modifying specific elements of the school context.…”

Section: Introductionmentioning

confidence: 99%

The Role of Affects in Culture-Based Interventions: Implications for Practice

Mannarini¹,

Ciavolino²,

Nitti³

et al. 2012

PSYCH

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The study aimed to show the relevance of two types of sense-making processes (i.e. cognitive and affective) in culture-based interventions. A hierarchical model based on a psychodynamic theoretical framework was tested. According to this model, a generalized affective meaning connoting the whole field of participants' experience would have a regulative, downward, and causal influence on the specific meanings related to the issues addressed by the intervention. Secondary analyses-namely PLS Path Modeling with higher order constructs-were performed on a dataset resulting from a survey involving three hundred and ninety freshmen enrolled in a psychology course at the University of Salento, Italy. These analyses were aimed at detecting the anticipatory images of the University. Our findings provide evidence supporting the theoretical model proposed. Implications for culture-based interventions are discussed.

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Whole School Improvement and Restructuring as Prevention and Promotion

Cited by 83 publications

References 9 publications

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Problematic Situations in the Lives of Urban African American Middle School Students: A Qualitative Study

The Role of Affects in Culture-Based Interventions: Implications for Practice

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