Implementation Science Analysis of a School-Delivered Bystander-Focused Violence Prevention Curriculum.
The purpose of the current study was to use data from multiple sources to examine aspects of implementation (i.e., program fidelity, barriers and enablers to implementation, and acceptability) of a bystander-focused violence prevention curriculum. Four public high schools and one community-based age...
| Publicado en: | School Social Work Journal (Illinois Association of School Social Workers) Vol. 44; no. 1; pp. 1 - 24 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Illinois Association of School Social Workers
Fall2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=177555342&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 177555342 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01615653 LVY2 jtl: School Social Work Journal (Illinois Association of School Social Workers) issn: 01615653 maglogo: N pubinfo: dt: Fall2019 vid: 44 iid: 1 pid: 52268 pub: Illinois Association of School Social Workers artinfo: ui: 177555342 ppf: 1 ppct: 23 formats: tig: atl: Implementation Science Analysis of a School-Delivered Bystander-Focused Violence Prevention Curriculum. aug: au: Edwards, Katie M. Lee, Katherine D. M. Waterman, Emily A. Banyard, Victoria L. affil: Associate professor at the Nebraska Center for Research on Children, Youth, Families, and Schools and the Department of Educational Psychology, University of Nebraska, Lincoln Doctoral candidate in the Psychology Department, University of New Hampshire Postdoctoral scholar in the Nebraska Center for Research on Children, Youth, Families, and Schools, University of Nebraska, Lincoln Professor in the Department of Social Work, Rutgers University, New Brunswick, NJ keyword: bystander intervention dating violence implementation process evaluation sexual assault violence prevention bystander intervention dating violence implementation process evaluation sexual assault violence prevention ab: The purpose of the current study was to use data from multiple sources to examine aspects of implementation (i.e., program fidelity, barriers and enablers to implementation, and acceptability) of a bystander-focused violence prevention curriculum. Four public high schools and one community-based agency in upper New England participated in the current project in which teachers, agency staff, or students were trained to facilitate a bystanderfocused relationship abuse and sexual assault prevention curriculum. Survey and interview data were collected from facilitators (N = 62), survey data were collected from program recipients (i.e., adolescents; N = 192), and fidelity and process observations were collected from research staff who observed sessions (N = 8). Results indicated that on the whole facilitators were pleased with the training they received, the program content, and the delivery format. Program fidelity was determined to be generally high; barriers to fidelity included technological issues, running out of time, and unintentionally forgetting content. Students generally rated the program positively, although they suggested areas for improvement, including having more interactive and less repetitive content. These findings can be used by other researchers, schools, and practitioners implementing manualized classroombased prevention programs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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