Development of a school connectedness component of an adolescent injury prevention program : lessons for implementation
Chapman, Rebekah L., Buckley, Lisa, & Sheehan, Mary C. (2012) Development of a school connectedness component of an adolescent injury prevention program : lessons for implementation. In 1st Biennial Australian Implementation Conference, 25-26 October 2012, Melbourne, VIC. (Unpublished)
The school environment plays an important role in shaping adolescent outcomes, and research increasingly demonstrates the need to target the school social context in health promotion programs. This paper describes the research process undertaken to design a school connectedness component of an injury prevention program for early adolescents, Skills for Preventing Injury in Youth (SPIY).
The connectedness component takes the form of a professional development workshop for teachers on increasing students’ connectedness to school, and this paper describes the research process used to construct program material. It also describes the methods used to encourage teachers’ implementation of connectedness strategies following program delivery.
A multi-stage process of data collection included,
(i) surveys with 540 Grade 9 students to examine links between school connectedness and risk-related injury, (ii) a systematic literature review of previously-evaluated school connectedness programs to determine key strategies that encourage implementation fidelity and program effectiveness, and (iii) interviews with 14 high school teachers to understand current use of connectedness strategies and ideas for program design.
Findings from each stage are discussed in terms of how results informed the program design. The survey data provided information from which to frame program content, and the results of the systematic review demonstrated effective program strategies. The teacher interview data also provided program content incorporating target participants’ views and aligning with their priorities, which is important to ensure effective implementation of program strategies. A comprehensive design process provides an understanding of methods for, and may encourage, teachers’ future implementation of program strategies.
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|Item Type:||Conference Item (Presentation)|
|Keywords:||program design, implementation, school connectedness|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000)|
|Divisions:||Current > Research Centres > Centre for Accident Research & Road Safety - Qld (CARRS-Q)|
Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2012 The Authors|
|Deposited On:||21 Nov 2012 09:54|
|Last Modified:||12 Aug 2013 09:40|
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