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 journalArticle

    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

    Fingerprint

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

    Cite this

    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.
    @article{0d972cc737484965bf70718606411495,
    title = "An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education",
    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.",
    keywords = "Gender-based violence, Implementation, Prevention education, Social and emotional learning",
    author = "Helen Cahill and Kern, {Margaret L.} and Babak Dadvand and Cruickshank, {Emlyn Walter} and Richard Midford and Catherine Smith and Anne Farrelly and Lindsay Oades",
    year = "2019",
    month = "4",
    day = "1",
    language = "English",
    volume = "11",
    pages = "135--152",
    journal = "International Journal of Emotional Education",
    issn = "2073-7629",
    publisher = "University of Malta",
    number = "1",

    }

    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 journalArticle

    TY - JOUR

    T1 - An integrative approach to evaluating the implementation of social and emotional learning and gender-based violence prevention education

    AU - Cahill, Helen

    AU - Kern, Margaret L.

    AU - Dadvand, Babak

    AU - Cruickshank, Emlyn Walter

    AU - Midford, Richard

    AU - Smith, Catherine

    AU - Farrelly, Anne

    AU - Oades, Lindsay

    PY - 2019/4/1

    Y1 - 2019/4/1

    N2 - 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.

    AB - 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.

    KW - Gender-based violence

    KW - Implementation

    KW - Prevention education

    KW - Social and emotional learning

    UR - http://www.scopus.com/inward/record.url?scp=85067070134&partnerID=8YFLogxK

    UR - https://www.um.edu.mt/ijee/openaccess

    M3 - Article

    AN - SCOPUS:85067070134

    VL - 11

    SP - 135

    EP - 152

    JO - International Journal of Emotional Education

    JF - International Journal of Emotional Education

    SN - 2073-7629

    IS - 1

    ER -