Building Capacity to Reduce Bullying Workshop Summary (2014) / Chapter Skim
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10 Translating Bullying Research into Policy and Practice
10 Translating Bullying Research into Policy and Practice
Pages 91-102
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From page 91... ...
As Denise Gottfredson, University of Maryland, said in introducing the panel on translating bullying research into policy and practice, developing effective interventions is just the first step in achieving high-quality implementation of effective practices on a large enough scale that they can make a substantial difference. Research on efficacy needs to be translated into effective policies and practices, as the three presenters on the panel observed.
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From page 92... ...
, noted Luanne Rohrbach, associate professor of preventive medicine and director of the Master of Public Health program at the University of Southern California Keck School of Medicine. The initial stages of this lifecycle -- pre-intervention studies, efficacy studies, and effectiveness studies -- tend to receive considerable resources and emphasis, she said, while studies of the adoption, implementation, sustainability, and scalability of an intervention tend to receive much less attention.
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From page 93... ...
The percentage of the schools that reported using an evidence-based program grew from less than 35 percent in 1999 to about 42 percent in 2005, but a greater increase had been expected over that period because of the implementation of a new policy that gave schools guidance in using proven programs when applying for funds for substance use prevention programs. Challenges in Implementing Prevention Programs As discussed by previous presenters, schools face many challenges in implementing prevention programs, including a focus on academic achievement, limited time and resources, school reform measures, staff turnover, and a limited capability to monitor implementation and collect outcome data.
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From page 94... ...
Some evidence Systems Framework for Effective • Funding Program Implementation • Policy • Climate Community Context Provider Factors Evidence-Based Program Factors Prevention Delivery + Prevention Support System System Effective IMPLEMENTATION FIGURE 10-2 Effective implementation is a product of multiple interactions among programs, providers, and the community. SOURCE: Rohrbach presentation, 2014.
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From page 95... ...
Some schools implement interventions with high fidelity, while others do so with much less fidelity. Teachers have reported eliminating key modules, not using interactive materials, and otherwise deviating from the program as written, she said, and combining lessons from more than one program is a common practice.
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From page 96... ...
and ongoing prevention delivery systems in the community • Develop systems for collecting data that will guide implementation and continuous quality improvement • Develop better systems of information about what is available and how it might fit locally • Increase the understanding of what program implementation involves She also listed several implications for researchers. They should • Develop assessments of prevention program outcomes that can easily be used by schools as part of their accountability process • Evaluate the implementation of evidence-based programs under real-world conditions • Investigate how varying models of training and technical assistance affect implementation and student outcomes • Ground programming in the realities of the school setting • Conduct more cost–benefit analyses • Investigate the effects of adaptations • Conduct research on how evidence-based programs work to iden tify key ingredients THE COMMUNITIES THAT CARE SYSTEM Communities That Care is a prevention system rather than a program, explained Abigail Fagan, an associate professor at the University of Florida.
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From page 97... ...
The organizations represented by community board leaders in the 12 communities participating in Communities That Care represented businesses, citizen advocacy organizations, community coalitions, health agencies, human service agencies, the juvenile justice system, law enforcement, local philanthropies, the media, parents, religious groups, schools, substance abuse prevention organizations, local governments, youth, and youth recreation programs. Communities That Care is not just a school program, Fagan said; it involves many participants and contributors.
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From page 98... ...
Fidelity is enhanced by requiring that the program developer visit the site and provide a stamp of approval, Fagan said, and external monitoring keeps the coalitions on track. In summarizing the effects of Communities That Care, Fagan said that the approach has helped communities identify what works: increase local support for and use of effective prevention services; create an integrated and coordinated system of services; ensure high-quality implementation via structured protocols, continuous quality improvement, and community "pressure"; sustain prevention efforts over time; and realize communitywide reductions in problem behaviors.
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From page 99... ...
OVERCOMING BARRIERS TO EFFECTIVE IMPLEMENTATION OF BULLYING SCHOOL PREVENTION PROGRAMS Dissemination and implementation studies can be divided into four categories, said Hendricks Brown, a professor in the Department of Psychiatry and Behavioral Sciences and the Department of Preventive Medicine in the Northwestern University Feinberg School of Medicine. These four categories of studies are exploration, adoption and preparation, implementation, and sustainment.
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From page 100... ...
Both of these programs seek to affect drug use, HIV risk behaviors, depressive symptoms, and suicide attempts, he said, and both have produced immediate and longterm positive outcomes, including a reduction in aggression. The third challenge Brown discussed was building and maintaining a fidelity monitoring system.
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From page 101... ...
In addition, he said, programs that have outcomes across multiple dimensions can be prioritized, and monitoring and feedback of a complex behavioral intervention is essential to ensure fidelity. FIDELITY VERSUS ADAPTATION During the discussion session, the conversation continued to center on the issue of whether programs need to be implemented with strict fidelity or can instead be adapted to local circumstances.
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