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 language | English |
|---|---|
| Pages (from-to) | 135-152 |
| Number of pages | 18 |
| Journal | International Journal of Emotional Education |
| Volume | 11 |
| Issue number | 1 |
| Publication status | Published - 1 Apr 2019 |
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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 journal › Article › Research › peer-review
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
VL - 11
SP - 135
EP - 152
JO - International Journal of Emotional Education
JF - International Journal of Emotional Education
SN - 2073-7629
IS - 1
ER -