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Study-Unit Description

Study-Unit Description

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CODE RSE5032

 
TITLE Planning, Implementing and Evaluating Resilience Interventions

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 5

 
DEPARTMENT Centre for Resilience and Socio-Emotional Health

 
DESCRIPTION This study-unit will build on issues and concepts regarding the planning, implementation and evaluation of prevention programs with a particular focus on resilience interventions. The structure of the study-unit follows a general planning model, brings theoretical overview and practical modes and tools that can be of use for school and other practitioners in educational settings. The study-unit will cover planning models for behaviour change as well as use of logic models to depict school prevention programs. Furthermore, the study-unit will analyse the importance of implementation quality and issues related to how to ensure such quality. The concept of effectiveness and of an evidence-based approach will be discussed, accompanied by analysis of different types of evaluation and relevant resources. More specifically, this study-unit will cover following themes:

Topic 1. Planning models and frameworks for behaviour change
1.0 Introduction to the Planning;
1.1 General Planning Model;
1.2 Programme Logic Models.

Topic 2. Implementation quality
2.1 Implementation quality: definition, components, correlates, costs of ignoring IQ, measures;
2.2 Program adaptation and integrity;
2.3 School readiness: dimension, degrees, actions to improve school readiness, measures.

Topic 3. Evaluation
3.1 The concept of effectiveness and an evidence-based approach;
3.2 Evidence-based databases (SAMHSA,CASEL..);
3.3 Types of evaluation; process, outcome/impact; cost-benefit; checklists.

Study-Unit Aims:

1. This study-unit aims to increase students鈥� critical understanding on concepts and issues related to planning, implementing and evaluation of prevention/resilience programs;
2. This study-unit further aims to introduce a general planning model and use of logic models for planning; to advance understanding of the importance of implementation quality, including programme adaptation and integrity; to encourage a critical understanding on the concept of effectiveness and an evidence-based approach, and to promote the use of evidence-based databases and evaluation procedures in everyday classroom work.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

1. Identify the methods used in the general planning model to develop a prevention/resilience program;
2. Define implementation quality and factors that influence implementation quality, including adaptation and program integrity;
3. Explain the importance of the school community readiness to change in order to successfully implement prevention and resilience programs;
4. Critically review the evidence on the effectiveness of prevention/resilience programs;
5. Explain the importance of evaluation in prevention/resilience and identify the use of different types of evaluation.

2. Skills:

By the end of the study-unit the student will be able to:

1. use a general planning model for developing a prevention/resilience program plan;
2. use logic models for depicting a prevention/resilience program plan;
3. critically evaluate the quality of program implementation, including the adequacy of program adaption and integrity;
4. apply effective strategies to improve stages of school readiness for successful implementation prevention and resilience programs;
5. critically review and use evidence-based databases across the world;
6. demonstrate the ability to assess the quality of program applications, identification program weaknesses and improve prevention/ resilience quality programs;
7. use simple evaluation check lists for monitoring implementation and outcomes of their prevention/resilience programs.

Main Text/s and any supplementary readings:

Main Texts:

1. Achieving Outcomes: A Practitioner's Guide to Effective Prevention. 2002 Conference Edition. Substance Abuse and Mental Health 福利在线免费 Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention.
2. Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., & Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Based Mental Health Promotion, 1, 6鈥�28.
3. Durlak, J. A. (2016) Programme implementation in social and emotional learning: basic issues and research findings, Cambridge Journal of Education, 46:3, 333-345, DOI: 10.1080/0305764X.2016.1142504 http://dx.doi.org/10.1080/0305764X.2016.1142504
4. Glanz, K., Rimer, B.K. and Viswanath, K. (eds) (2008) Health Behavior and Health Education: Theory, Research and Practice (4rd ed). Jossey-Bass, San Francisco, CA.
5. Gottfredson, D. C., Cook, T. D., Gardner, F. E. M., Gorman-Smith, D., Howe, G. W., Sandler, I. N., Zafft. K. M. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16, 893鈥�926.
6. Gu, Q., & Day, C. (2013). Challenges to Teacher Resilience: Conditions Count. British Educational Research Journal, 39, 22-44. https://doi.org/10.1080/01411926.2011.623152
7. Pinto TM, Laurence PG, Macedo CR, Macedo EC. (2021). Resilience Programs for Children and Adolescents: A Systematic Review and Meta-Analysis. Front Psychol.12:754115. doi: 10.3389/fpsyg.2021.754115.
8. Raymond, I., Iasiello, M., Kelly, D. et al. (2019). Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The 鈥楻esilient Futures鈥� Case Example. International Journal of Applied Positive Psychology 3, 43鈥�67. https://doi.org/10.1007/s41042-019-00014-7
9. Wanlass, S. B., & Domitrovich, C. E. (2015). Readiness to implement social-emotional learning interventions. Prevention Science, 16 (8) 1037鈥�1043.

Supplementary Readings:

1. Durlak, J.A., (1997). Successful prevention programs for children and adolescents. New York. Plenum Press.
2. Durlak, J. A. (2015). What everyone should know about implementation. In In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta, (Eds.), Handbook of social and emotional learning: Research and practice (pp. 395鈥�405). New York, NY: Guilford
3. Funnell, S.C., Rogers, P.J. (2011). Purposeful Program Theory Effective Use of Theories of Change and Logic Models. San Francisco: Jossey-Bass.
4. Mansfield, C. F. (2020). Cultivating teacher Resilience. international approaches, applications and impact. Springer.
5. Jones, D. E., Bumbarger, B. K., Greenberg, M. T., Greenwood, P., & Kyler, S. (2008). The economic return on PCCD鈥檚 investment in research-based programs: A cost-benefit analysis of delinquency prevention in Pennsylvania. Report to the Pennsylvania Commission on Crime and Delinquency. Prevention Research Center, The Pennsylvania State University.
6. Lendrum, A. & Humphrey, N. (2012). The importance of studying the implementation of interventions in school settings. Oxford Review of Education, 38, 635鈥�652.
7. Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: A synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50, 462鈥�480.
8. Miller, T., Hendrie, D. (2008). Substance Abuse Prevention Dollars and Cents: A Cost- Benefit Analysis, DHHS Pub. No. (SMA) 07-4298. Rockville, MD: Center for Substance Abuse Prevention, Substance Abuse and Mental Health 福利在线免费 Administration.
9. Ogden, T. (2009). Implementing and Evaluating Empirically Based Family and School Programmes for Children with Conduct Problems in Norway. International Journal of Emotional Education, 1(1), 96-107.
10.O鈥橠onnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K鈥�12 curriculum intervention research. Review of Educational Research, 78, 33鈥�84.
11. Taylor-Powell, E., Jones, L., & Henert, E. (2003) Enhancing Program Performance with Logic Models. Retrieved June 1, 2017, from the University of Wisconsin-Extension web site: http://www.uwex.edu/ces/lmcourse/
12. Tuan, M.T. (2008). Impact Planning and Improvement Measuring and/or Estimating Social Value Creation: Insights Into Eight Integrated Cost Approaches. Narberth: Bill & Melinda Gates Foundation.

 
STUDY-UNIT TYPE Lecture and Tutorial

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Portfolio SEM1 Yes 100%

 
LECTURER/S Andrea Mataija Redzoviae
Darko Rovis (Co-ord.)
Gordana Simunkovic

 

 
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The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years.

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