An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education
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 inve...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Centre for Resilience & Socio-Emotional Health
2019-04-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/__data/assets/pdf_file/0010/392581/v11i1p8.pdf |
| _version_ | 1797965700754571264 |
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| author | Helen Cahill Margaret L. Kern Babak Dadvand Emlyn Walter Cruickshank Richard Midford Catherine Smith Anne Farrelly Lindsay Oades |
| author_facet | Helen Cahill Margaret L. Kern Babak Dadvand Emlyn Walter Cruickshank Richard Midford Catherine Smith Anne Farrelly Lindsay Oades |
| author_sort | Helen Cahill |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T02:04:00Z |
| format | Article |
| id | doaj.art-8eb8dc5838de40aca597be2b55942935 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T02:04:00Z |
| publishDate | 2019-04-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-8eb8dc5838de40aca597be2b559429352023-01-03T03:27:53ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292073-76292019-04-01111135152An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention EducationHelen Cahill0 Margaret L. Kern1 Babak Dadvand2Emlyn Walter Cruickshank3Richard Midford4Catherine Smith5Anne Farrelly6Lindsay Oades7Melbourne Graduate School of Education, the University of Melbourne, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia Charles Darwin University and the Menzies School of Health Research, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia Melbourne Graduate School of Education, the University of Melbourne, Australia 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.https://www.um.edu.mt/__data/assets/pdf_file/0010/392581/v11i1p8.pdfGender-based violenceprevention educationimplementation |
| spellingShingle | Helen Cahill Margaret L. Kern Babak Dadvand Emlyn Walter Cruickshank Richard Midford Catherine Smith Anne Farrelly Lindsay Oades An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education International Journal of Emotional Education Gender-based violence prevention education implementation |
| title | An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education |
| title_full | An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education |
| title_fullStr | An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education |
| title_full_unstemmed | An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education |
| title_short | An Integrative Approach to Evaluating the Implementation of Social and Emotional Learning and Gender-Based Violence Prevention Education |
| title_sort | integrative approach to evaluating the implementation of social and emotional learning and gender based violence prevention education |
| topic | Gender-based violence prevention education implementation |
| url | https://www.um.edu.mt/__data/assets/pdf_file/0010/392581/v11i1p8.pdf |
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