An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education

Helen Cahill, Margaret L. Kern, Babak Dadvand, Emlyn Walter Cruickshank, Richard Midford, Catherine Smith, Anne Farrelly, Lindsay Oades

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to the uptake of programs that pursue SEL and GBV prevention agendas. We address this gap in research by presenting a framework developed to investigate factors affecting the implementation of the Resilience, Rights and Respectful Relationships program, an SEL and GBV prevention education program developed for primary and secondary schools in the state of Victoria, Australia. Drawing upon and advancing a conceptual framework for implementation fidelity proposed by Carroll and colleagues we discuss the iterative process designed to investigate the individual, school and system level factors within the wider political and ideological setting(s) of the program that impact on its implementation. Within this iterative process, we highlight the need to focus on 'the ecology of relations' that exists between various implementation elements, and their possible mediating impact on program delivery, uptake and outcomes.

Original languageEnglish
Pages (from-to)135-152
Number of pages18
JournalInternational Journal of Emotional Education
Volume11
Issue number1
Publication statusPublished - 1 Apr 2019

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Violence
Learning
violence
Education
gender
learning
education
Victoria
Ecology
Research
research implementation
resilience
ecology
primary school
secondary school
driver
evaluation
school

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Cahill, H., Kern, M. L., Dadvand, B., Cruickshank, E. W., Midford, R., Smith, C., ... Oades, L. (2019). An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education. International Journal of Emotional Education, 11(1), 135-152.
Cahill, Helen ; Kern, Margaret L. ; Dadvand, Babak ; Cruickshank, Emlyn Walter ; Midford, Richard ; Smith, Catherine ; Farrelly, Anne ; Oades, Lindsay. / An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education. In: International Journal of Emotional Education. 2019 ; Vol. 11, No. 1. pp. 135-152.
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Cahill, H, Kern, ML, Dadvand, B, Cruickshank, EW, Midford, R, Smith, C, Farrelly, A & Oades, L 2019, 'An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education' International Journal of Emotional Education, vol. 11, no. 1, pp. 135-152.

An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education. / Cahill, Helen; Kern, Margaret L.; Dadvand, Babak; Cruickshank, Emlyn Walter; Midford, Richard; Smith, Catherine; Farrelly, Anne; Oades, Lindsay.

In: International Journal of Emotional Education, Vol. 11, No. 1, 01.04.2019, p. 135-152.

Research output: Contribution to journalArticleResearchpeer-review

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