Obstacles |
Strategies for Addressing Obstacles |
| Pre-Implementation |
|
| Lack of awareness about the program |
- Involve teachers in discussions about new prevention programs.
- Have people from other districts come to discuss their success with prevention programs.
- Provide summaries of research-based programs that match your district's needs.
|
| No widely-recognized need for a prevention program |
Present current local data about bullying, substance use, and/or discipline problems that demonstrate the need for more effective prevention programs.
|
| Lack of buy-in to the program |
Create a change/advisory team of key stakeholders who are involved in all aspects of program selection and implementation. |
| Absence of an incentive to adopt the prevention program |
Offer monetary or professional incentives, such as continuing education units, to encourage participation in program trainings. |
| Past history of unsuccessful prevention efforts
|
Identify reasons for past program failure and design strategies to overcome these obstacles. |
| Implementation--Support System |
|
| Inadequate training |
- Attend training-of-trainers workshops so that you are prepared to offer your own trainings
- Present quality training to implementers well in advance of implementation.
|
| Insufficient supervision and/or support for implementers. |
- Prior to implementation, develop a process and schedule for offering supervision and support.
- Hold regular group and individual meetings with implementers, particularly during the early stages of implementation.
|
| Implementation--Environment |
|
| Frequent turnover of administrators and teachers |
- Obtain buy-in for the prevention program from more than one administrator.
- Sit on selection team for hiring new administrators to ensure that prevention is a priority.
- Train a critical mass of teachers so that the program won't disappear or be disrupted if someone leaves.
- Create mentoring relationships between new and experienced teachers.
|
| Concern that prevention programs take time away from academics |
- Show demonstrated links between prevention and academic success.
- Find ways to build prevention into regular classroom activities.
|
| Isolation or lack of support felt by implementers |
- Provide opportunities for implementers to meet in a group to share concerns and successes.
- Create an e-mail discussion group where people can communicate regularly.
|
| Insufficient resources |
- Work with administrators to ensure adequate resources.
- Work with district grant writer to locate other supporting funds.
- Delay implementation until adequate resources are available.
|
| Unrealistic expectations about time needed to realize positive outcomes |
Communicate findings from change research that demonstrate the length of time it takes to make substantive change. |
| Implementer Factors |
|
| Lack of appropriate people to implement the program |
- Spend time in advance identifying implementers with appropriate skills/styles who are interested in the prevention program.
- Consider individuals throughout the community who might participate in the program, such as youth officers or counselors.
|
| Lack of preparation to deliver the program felt by implementers. |
- Provide quality training well in advance of implementation.
- Have frequent conversations with implementers during implementation to identify and address concerns and needs.
- Provide opportunities for teachers to visit other, more experienced, teachers' classrooms.
- Provide opportunities for teachers to co-teach lessons.
|
| Implementers feeling overwhelmed by all the district mandates they are expected to meet |
Encourage a systemic approach to prevention by including prevention goals in comprehensive school reform activities. |
| Program Characteristics |
|
| Poor-quality materials |
Select from research-based prevention programs where effectiveness has been demonstrated. |
| Program not addressing the needs or fitting the school culture |
- Identify the priority needs for your target audience.
- Have key stakeholders involved in program selection.
|
Adapted from Greenberg, M. T., Domitrovich, C. E., Graczyk, P., & Zins, J. (2001). A conceptual model of implementation for school-based preventive interventions: Implications for research, practice, and policy. Report to the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. Washington, DC: USDHHS.
