WASTING YOUR TIME WITH INTERVENTIONS TO ADDRESS STUDENT BULLYING AND MENTAL HEALTH…

NOT IF  these  crucial elements are attended to:

1. PURPOSE

 The identification of the purpose of the program -see Fig. below.

(a)   Universal Programs: targeted for the whole population group that has  been identified as at risk e.g. childhood measles immunization  

(b)   Populations at Risk.  interventions are directed towards individuals or sub-groups of a population known to be at risk of developing problems e.g. literacy programs

(c)    ‘High Risk’ Individuals.  Programs are directed specifically toward high risk individuals who may already be presenting with symptoms e.g. preventing depression in children.

2. QUALITY ASSURANCE AND IMPLEMENTATION

…. the magnitude of mean effect sizes are at least two to three times higher when programs are carefully implemented and free from serious implementation problems than when these circumstances are not present.”( Durlak & DuPre, 2008, p.340)

Effectively transferring anti-bullying (eg PEACE Pack) and wellbeing programs  (eg Big Talks for Little People) into real world settings such as schools, classrooms and sports clubs and achieving maximum impact is a challenge. There are 5 key elements quality assurance and implementation attend to:

• Adherence (a.k.a. fidelity, compliance) the extent to which the core components of the program are delivered as intended e.g. relevant audio visual resources were shown and discussed.

• Dosage refers to how much of the original program has been delivered and the quantity of the program to which participants have been exposed e.g. were all identified  lessons delivered?

 • Participant responsiveness - the degree to which the program motivated students and the extent to which participants engaged with the program.

• Quality of delivery relates to the iteacher’s program delivery skills and how well different program components have been conducted e.g. was relevant teacher/coach PD undertaken?

 • Program differentiation - the extent to which a program’s theory and practices can be distinguished from other programs (i.e. program uniqueness) so that there is no contamination from other programs

3.SOUND THEORETICAL FRAMEWORK

The intervention has a well recognised evidence-based framework which provides a foundation for the elements of the program. The framework provides direction for the methodology used, the analysis of the data collected and the conclusions drawn. The theory underpinning the intervention is clearly identified in the program (Nickerson, A. B., & Martens, M. P. (2008).

4.INVOLVES LONG TERM TREATMENT-

All evidence points to the point that there are no'quick fixes'. Program delivery necessitates a commitment to a 'long view' that the program will be embedded in the curriculum/climate (in the case of schools) and in the ethos of the sports club (Nickerson, A. B., & Martens, M. P. (2008).

5. MULTIMODAL AND MULTI-CONTEXTUAL

The intervention involves delivery that embraces a range of approaches and mediums. For example, small group work, practical activities, the use of on-line media. Multi-contextual refers to the fact that the intervention incorporates a variety of settings eg for schools the classroom, play area and for sports clubs includes the practice activities, the actual game/event (Nickerson, A. B., & Martens, M. P. (2008).

6. FOCUSED ON IMPROVING SOCIAL COMPETENCY

The intervention should emphasise the acquisition of social competency skills, For example, skills in resolving conflicts, making strong decisions, developing relationship skills. This element allows for individual differences to be accounted for. As such there should be time for personal reflection and goal setting by the students/players (Nickerson, A. B., & Martens, M. P. (2008).

"If we keep on doing what we have been doing we will keep on getting what we have been getting' (Wandersman et al, 2008,p.171)

qIf we keep on doing what we have been doing, we will keep on getting whae have been Organizations such as schools and sports clubs  are complex organizations posing  significant challenges for the delivery and evaluation of mental health promotion initiatives. The systems approach (Shute & Slee, 2021) argues that interventions should be nuanced to clearly identify the purpose, quality assurance,  the developmental appropriateness, mode of delivery along with attention to individual and social and cultural factors.

Please visit our websites : www.caper.com.au and <bigtalkslittlepeople.com>

References

Durlak, J. A., and DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. Am. J. Community Psychol. 41, 327–350. doi: 10.1007/s10464-008-9165-0

Nickerson, A. B., & Martens, M. P. (2008). School violence: Associations with control, security/enforcement, educational/therapeutic approaches, and demographic factors. School Psychology Review, 37(2), 228-243.

Shute, R  & Slee, P.T. (2021). School bullying and marginalization. Harmonizing paradigms. Springer.

Wandersman A, Duffy J, Flaspohler P, Noonan R, Lubell K, Stillman L, Blachman M, Dunville R, Saul J. Bridging the gap between prevention research and practice: the interactive systems framework for dissemination and implementation. Am J Community Psychol. 2008 Jun;41(3-4):171-81. doi: 10.1007/s10464-008-9174-z. PMID: 18302018.