Implementing Evidence-Based Prevention by Communities to Promote Cognitive, Affective, and Behavioral Health in Children Proceedings of a Workshop (2017) / Chapter Skim
Currently Skimming:
2 Transporting Evidence-Based Preventive Interventions into Communities
2 Transporting Evidence-Based Preventive Interventions into Communities
Pages 5-12
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 5... ...
In the workshop's keynote address, Velma McBride Murry, the Lois Autrey Betts chair in education and human development and Joe B Wyatt distinguished university professor at Vanderbilt University, laid out many of the issues involved in putting prevention science to work in communities to improve the health and well-being of children.
|
From page 6... ...
Despite these areas of agreement, tensions exist between researchers, program developers, community advocates, and other stakeholders because of differing priorities, Murry continued. Community partners are interested in improving services for target populations or solving community problems, in increasing program capacity and staff skill development, in locating more stable funding sources, and in documenting the impact of or need for policy changes so as to secure funding or change views about policies.
|
From page 7... ...
They can share available findings of mediational effects and information on all components of the program that may be contributing to change. They can conduct implementation assessments to capture adaptation effects.
|
From page 8... ...
8 TABLE 2-1 Theories of Change Stages of Change Health Belief Model Social Cognitive Theory Diffusion of Innovations Social Networks Precontemplation Susceptibility Reciprocal determinism Relative advantage Opinion leaders Contemplation Severity Behavioral capability Compatibility Groups Preparation Threat Expectations Complexity Adding or removing members Action Perceived benefits Self-efficacy Trialability Bridging groups Maintenance Perceived barriers Observational learning Observability Rewiring groups Decision Balance Cues to action Reinforcement Network weaving SOURCE: Murry (2016)
|
From page 9... ...
Some adaptations may involve minor revisions to the original materials or activities that address superficial aspects of a target population such as language, music, or food, but with the content remaining the same. Alternately, cultural adaptation may involve deeper processes related to the problem of interest, which is more likely to involve the theory-based mediators of the intervention thought to affect change mechanisms or outcomes (Castro et al., 2004)
|
From page 10... ...
Establishing criteria and processes can allow communities to ready themselves for scaling up and maintaining evidence-based interventions. And alternative delivery modalities, including those that use 21st-century technologies and media platforms, can help meet the needs of potential program adopters and their targets.
|
From page 11... ...
• Programs' Theory of Change Model • Core elements of the model of distal and proximal processes Program Developers and and prevenƟon targets Community Partnerships • Mediators and moderators of Key community prevenƟon effects stakeholders DisseminaƟon: • Focus groups PrevenƟve Community • Community liaisons IntervenƟon based • Community PrescripƟve Theory Efficacy evidence ambassadors • Needs assessment based program • ImplementaƟon guidelines • Training and technical support • UƟlizaƟon • Monitoring implementaƟon quality • Requisite dosage levels AdaptaƟon to Fit • Fidelity Community Needs • Moderators of implementaƟon and uƟlizaƟon quality • EvaluaƟon of programmaƟc impact • Sustainability FIGURE 2-1 A conceptual model for the development and implementation of family-centered prevention programs in communities. SOURCE: Murry (2016)
|
From page 12... ...
But flexibility makes a program stronger, and "a strong program should be able to withstand" some degree of change, she said. David Hawkins, University of Washington, drew a distinction between planned adaptations and situational adaptations.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.