Đang chuẩn bị liên kết để tải về tài liệu:
báo cáo khoa học: " Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity"

Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành y học dành cho các bạn tham khảo đề tài: Implementing the LifeSkills Training drug prevention program: factors related to implementation fidelity | BioMed Central Implementation Science Research article Open Access Implementing the LifeSkills Training drug prevention program factors related to implementation fidelity Sharon F Mihalic f1 Abigail A Fagant2 and Susanne Argamaso1 Address 1Institute of Behavioral Science University of Colorado Boulder CO USA and 2Dept. of Criminology and Criminal Justice University of South Carolina Columbia SC USA Email Sharon F Mihalic - sharon.mihalic@colorado.edu Abigail A Fagan - fagana@gwm.sc.edu Susanne Argamaso - susanne.a.maher@colorado.edu Corresponding author fEqual contributors Published 18 January 2008 Received 3 May 2006 Implementation Science 2008 3 5 doi 10.1186 1748-5908-3-5 Accepted 18 January 2008 This article is available from http www.implementationscience.cOm content 3 1 5 2008 Mihalic et al licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License http creativecommons.org licenses by 2.0 which permits unrestricted use distribution and reproduction in any medium provided the original work is properly cited. Abstract Background Widespread replication of effective prevention programs is unlikely to affect the incidence of adolescent delinquency violent crime and substance use until the quality of implementation of these programs by community-based organizations can be assured. Methods This paper presents the results of a process evaluation employing qualitative and quantitative methods to assess the extent to which 432 schools in 105 sites implemented the LifeSkills Training LST drug prevention program with fidelity. Regression analysis was used to examine factors influencing four dimensions of fidelity adherence dosage quality of delivery and student responsiveness. Results Although most sites faced common barriers such as finding room in the school schedule for the program gaining full support from key participants i.e. site coordinators principals and LST teachers ensuring teacher .