Evaluating the Effectiveness of Interventions to Prevent and Address Sexual Harassment Proceedings of a Workshop (2021) / Chapter Skim
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Using Prevention Science andImplementation Science to Better EvaluateSexual Harassment Prevention Efforts
Using Prevention Science andImplementation Science to Better EvaluateSexual Harassment Prevention Efforts
Pages 13-24
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From page 13... ...
This information was and strategies that reduce risk factors and enhance based on their paper outlining how pre protective factors to vention science has been and is currently improve the health and being applied to sexual harassment evalu- well-being of individuals, ation in higher education, commissioned families, communities, by the workshop planning committee.1 and organizations. The paper also offers an organizing pre 1 Available at: https://www.nap.edu/catalog/26279.
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To select and develop a prevention framework, Hooper discussed the need to consider: • accumulated evidence, by identifying prevention programs and interventions with empirical support that meet the organizational need to prevent the problem; • conceptual fit, through a review of available programs and inter ventions that appear to meet the institutional need to prevent the problem; and • practical fit, by reviewing available programs and interventions that appear to align with the targeted population and type of institution. Commonly used principles to guide prevention program development and process include: • assessing available empirical support, • understanding historical efforts, • establishing a theory of change or logic model, • clearly identifying the priority problem, • identifying risk and protective factors and prevention targets, and • developing short- and intermediate-term outcomes.
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Adapted from the Substance Abuse and Mental Health Services Administration (2019)
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Other key features include assessment, evaluation, prevention, and response practices; leadership and organizational support; and stakeholders who are trained to be culturally responsive, among other areas. FIGURE 3-2 Prevention framework for sexual harassment.
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To maximize during an evaluation, Crusto recom- chances for success, the mended including participants in the Community Readiness Model offers tools to process from the beginning and asking measure readiness and to evaluation questions that are important develop stage-appropriate to them. The goal is to build an ongo- strategies." ing learning program or culture; the capacity to engage participants is key to SOURCE: Plested et al., achieving this goal.
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Their presentation was based on a paper commissioned by the workshop planning committee.3 The paper includes a summary of the organizational barriers to preventing sexual harassment; defines implementation science, including a comparison to other intervention research fields; outlines a subset of the research methods, designs, and models used in implementation science; and provides examples of models of implementation science that may be relevant to evaluating sexual harassment prevention efforts. The paper also includes an overview of potential barriers and next steps for approaching sexual harassment prevention from an implementation science lens.
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From page 19... ...
as it applies to Vanderbilt University's effort to alter departmental admission policies. The effort was designed to diffuse dependent relationships between graduate students and their advisors (see Box 3-1 and Figure 3-4; also see Case Study C in Appendix D)
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The CFIR can outline detailed construct definitions and steps for research processes and consists of five major domains including: • intervention characteristics, or the core components and aspects which should be preserved to maintain the effectiveness of the intervention; • outer setting, or economic, political, and social contexts that influ ence implementation of and intervention within an organization; • inner setting, or the local culture, climate, and structure of the organization which affects implementation; • individual characteristics, which refer to recipients of the interven tion and their knowledge and beliefs about the intervention; and • process, or details of the active change process. The key challenge, stated Becker-Blease, is assessing whether gaining buy-in from faculty will ultimately have an impact on the effectiveness of the program.
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Vanderbilt has two umbrella programs. In a second route, a graduate program may accept students into its specific program and the students can meet with several potential advisors and select one.
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The lab serves as an important unit of community within the MIT environment and the lab workshops provide an opportunity for MIT resources to connect with the lab and help reestablish norms. The offices that have pre viously led this initiative approached this work at the departmental level instead of by request from individual labs to amplify the impact of a department initiative.
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From page 23... ...
Adapted from Feldstein & Glasgow 2008. FIGURE 3-5 Consolidated framework for implementation research.
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