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The implementation of a behavioural support programme

The implementation of a behavioural support programme PurposeThe purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation?Design/methodology/approachQualitative methods with semi-structured interviews with 13 teachers and thematic content analysis were used.FindingsThe teachers were heterogeneous in their views, with professional identity, programme understanding and experiencing change being important factors for the implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear nomenclature in a core component affected the implementation negatively. Among the perceived benefits were instant rewards in the form of aha moments and increased self-awareness. The nature of the implementation barriers indicates that PS is in need of further development.Practical implicationsCompatibility with teachers’ ideologies, clarification of the social assignment and enough time to consider programme adoption are vital when implementing a programme like PS.Originality/valueThe study provides context-specific understanding of teachers’ perceptions of a behavioural support programme and of their role when trying to implement it. It is known that providers’ perceptions affect the implementation and this study contributes to the field of implementation research, with particular respect to the school setting and comprehensive programmes like PS. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Health Education Emerald Publishing

The implementation of a behavioural support programme

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References (37)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0965-4283
DOI
10.1108/HE-07-2015-0021
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation?Design/methodology/approachQualitative methods with semi-structured interviews with 13 teachers and thematic content analysis were used.FindingsThe teachers were heterogeneous in their views, with professional identity, programme understanding and experiencing change being important factors for the implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear nomenclature in a core component affected the implementation negatively. Among the perceived benefits were instant rewards in the form of aha moments and increased self-awareness. The nature of the implementation barriers indicates that PS is in need of further development.Practical implicationsCompatibility with teachers’ ideologies, clarification of the social assignment and enough time to consider programme adoption are vital when implementing a programme like PS.Originality/valueThe study provides context-specific understanding of teachers’ perceptions of a behavioural support programme and of their role when trying to implement it. It is known that providers’ perceptions affect the implementation and this study contributes to the field of implementation research, with particular respect to the school setting and comprehensive programmes like PS.

Journal

Health EducationEmerald Publishing

Published: Oct 3, 2016

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