Predictors of Healthy Youth Relationships Program Implementation in a Sample of Canadian Middle School Teachers

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dc.contributor.authorExner-Cortens, Deinera
dc.contributor.authorSpiric, Vanja
dc.contributor.authorCrooks, Claire V.
dc.contributor.authorSyeda, Maisha M.
dc.contributor.authorWells, Lana
dc.date.accessioned2020-10-26T16:25:55Z
dc.date.available2020-10-26T16:25:55Z
dc.date.issued2019-06
dc.description.abstractImplementation of evidence-based, Tier 1 social-emotional learning (SEL) programming that supports healthy relationships skills is recognized as a key mental health promotion and violence prevention strategy for youth. However, work specifically exploring how to support the high-quality implementation of such programming with Canadian teachers and schools is just beginning to emerge. Drawing on implementation frameworks that emphasize the importance of setting, provider and implementation process characteristics for understanding program implementation outcomes, this prospective, longitudinal study explores implementation of the Fourth R, a SEL-based healthy relationships program, in a Western Canadian province using a sample of middle-school teachers. The aim of this mixed-methods study was to illuminate relationships among teachers’ attitudes towards evidence-based programming, perceptions of organizational climate and training experience with program implementation outcomes (dosage, quality, fidelity). Findings of this exploratory study identified that these characteristics influenced implementation dosage, quality and fidelity in differential ways. Qualitative data drawn from teacher interviews supported quantitative findings, and highlighted the importance of organizational support for high-quality implementation. We discuss areas for further study, given that there are significant gaps in knowledge about teachers’ attitudes towards evidence-based programming, school climate and other systemic factors in the Canadian context, as well as relevance of study findings to the field of school psychology.en_US
dc.identifier.citationExner-Cortens, D., Spiric, V., Crooks, C. V., Syeda, M. M., & Wells, L. (2019). Predictors of healthy youth relationships program implementation in a sample of Canadian middle school teachers. "Canadian Journal of School Psychology", 35(2), 100-122. https://doi.org/10.1177/0829573519857422en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38348
dc.identifier.urihttp://hdl.handle.net/1880/112709
dc.provenancefile updated as requested by submitter - ca
dc.publisher.facultySocial Worken_US
dc.publisher.hasversionPost-print
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.titlePredictors of Healthy Youth Relationships Program Implementation in a Sample of Canadian Middle School Teachersen_US
dc.typejournal article
ucalgary.item.requestcopytrueen_US
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