Swipe om te navigeren naar een ander artikel
The online version of this article (https://doi.org/10.1007/s12671-018-1034-9) contains supplementary material, which is available to authorized users.
As the demand for mindfulness-based interventions grows, so does the need to monitor implementation to ensure effective delivery. Research has shown that the fidelity and quality of program implementation can impact intervention outcomes. This study reports on the development and use of implementation monitoring measures for the Cultivating Awareness and Resilience in Education (CARE) professional development program. Three facilitator-focused observer-rated measures of fidelity and quality of intervention delivery and three participant-focused measures that examined responsiveness and attendance to the program were used. Data were evaluated from six intervention implementations including 166 teachers from 36 schools in New York; 80% of participants provided follow-up data on engagement in mindful practices. We report on regression analyses that examined relationships between implementation monitoring measures and follow-up teacher outcomes related to uptake and sustainment of mindful awareness practices. Results indicated significant positive relationships with an alternative measure of adherence focused on completion of participant objectives and facilitation quality with follow-up teacher reports of continued practice (mindfulness practices used weekly, length of practices, extent that practices helped with stress). Further, participants’ perceived usefulness of the material demonstrated a strong positive relationship with length of practice and whether practices helped to reduce stress. Finally, interactions were found between attendance and adherence, and between facilitation quality and participant knowledge on practice outcomes. We explore the way these measures were used to support program delivery and facilitator training, and discuss the utility of an alternative measure of adherence focused on completion of participant learning objectives.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-35184.108.40.2063 CrossRef
Coatsworth, J. D., Duncan, L. G., Nix, R. L., Greenberg, M. T., Gayles, J. G., Bamberger, K. T., et al. (2015). Integrating mindfulness with parent training: effects of the mindfulness-enhanced strengthening families program. Developmental Psychology, 51(1), 26–35. https://doi.org/10.1037/a0038212. CrossRefPubMed
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159 Retrieved from http://www.bwgriffin.com/workshop/SamplingACohentables.pdf. CrossRef
Cutbush, S., Gibbs, D., Krieger, K., Clinton-Sherrod, M., & Miller, S. (2017). Implementers’ perspectives on fidelity of implementation: “Teach every single part” or “Be right with the curriculum”? Health Promotion Practice, 18(2), 275–282. https://doi.org/10.1177/1524839916672815. CrossRefPubMed
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: are implementation effects out of control? Clinical Psychology Review, 18(1), 23–45. https://doi.org/10.1016/S0272-7358(97)00043-3. CrossRefPubMed
Domitrovich, C., & Greenberg, M. T. (2000). The study of implementation: current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11, 193–221. https://doi.org/10.1207/S1532768XJEPC1102_04. CrossRef
Doyle, S. L., Jennings, P. A., DeWeese, A., & Frank, J. (2014). Evaluating the fidelity of the Cultivating Awareness and Resilience in Education (CARE) professional development program. In 22nd Annual Society for Prevention Research Conference. Washington, D.C.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0. CrossRefPubMed
Feagans Gould, L., Mendelson, T., Dariotis, J. K., Ancona, M., Smith, A. S. R., Gonzalez, A. A., et al. (2014). Assessing fidelity of core components in a mindfulness and yoga intervention for urban youth: applying the CORE Process. New Directions for Youth Development, 2014(142), 59–81. https://doi.org/10.1002/yd.20097. CrossRef
Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health: effects on teachers, students, and schools. Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University, 1–12. Retrieved from http://www.rwjf.org/en/library/research/2016/07/teacher-stress-and-health.html.
Hayes, A. F. (2012). PROCESS: a versatile computational tool for observed variable mediation, moderation, and conditional process modeling. White paper.
Iowa State University Extension and Outreach. (2010). Strengthening Families Program for parents & youth 10-14: fidelity observation form. Retrieved from http://www.episcenter.psu.edu/sites/default/files/SFPParent7ObservationUPDATED08.29.16.pdf.
Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of two pilot studies. The Journal of Classroom Interaction, 46(1), 37–48 Retrieved from http://www.jstor.org/stable/23870550.
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035. CrossRefPubMed
Jennings, P. A., Turksma, C., & Brown, R. (2016). Cultivating Awareness and Resilience in Education (CARE) professional development program manual. Garrison: Garrison Institute.
Schoenwald, S. K. (2011). It’s a bird, it’s a plane, it’s...fidelity measurement in the real world. Clinical Psychology, 18(2), 142–147. https://doi.org/10.1111/j.1468-2850.2011.01245.x.It. CrossRefPubMedPubMedCentral
Segal, Z. V., Teasdale, J. D., Williams, J. M., & Gemar, M. C. (2002). The mindfulness-based cognitive therapy adherence scale: inter-rater reliability, adherence to protocol and treatment distinctiveness. Clinical Psychology & Psychotherapy, 9(2), 131–138. https://doi.org/10.1002/cpp.320. CrossRef
- Exploring Relationships Between CARE Program Fidelity, Quality, Participant Responsiveness, and Uptake of Mindful Practices
Sebrina L. Doyle
Patricia A. Jennings
Joshua L. Brown
Jennifer L. Frank
Mark T. Greenberg
- Springer US
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535