Efficacy of Training and Fidelity of Implementation of the Life Skills Training Program

This study assessed the effectiveness of a model for diffusing the Life Skills Training (LST) Program into middle schools, examined implementation fidelity, and explored factors associated with involvement in training and program implementation. A convenience sample of master trainers (n = 44) and t...

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Bibliographic Details
Published in:	The Journal of school health Vol. 72; no. 7; pp. 282 - 287
Main Authors:	Hahn, Ellen J., Noland, Melody Powers, Rayens, Mary Kay, Christie, Dawn Myers
Format:	Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 01-09-2002 American School Health Association
Subjects:	Adolescent Adult Curricula Curriculum Daily Living Skills Drug abuse Female Health Education - organization & administration Health Education - standards Health Planning Humans Kentucky Learning Theories Longitudinal Studies Male Middle School Students Middle School Teachers Middle Schools Organizational Innovation Prevention Program Evaluation Program Implementation School Health Services - organization & administration School Health Services - standards Self Efficacy Substance-Related Disorders - prevention & control Surveys and Questionnaires Teacher Attitudes Teacher Participation Teaching Methods Train the Trainer Kentucky United States > US
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Summary:	This study assessed the effectiveness of a model for diffusing the Life Skills Training (LST) Program into middle schools, examined implementation fidelity, and explored factors associated with involvement in training and program implementation. A convenience sample of master trainers (n = 44) and teachers (n = 45) from 16 Kentucky counties participated. Teachers were observed for content and process fidelity, and trainers and teachers completed questionnaires to assess factors related to training and program implementation. More than one‐fourth (27%) of master trainers conducted training sessions, and 60% of teachers taught the curriculum. While implementation fidelity was relatively high, teachers were less likely to use the more innovative elements of the program. Trainers and teachers who conducted training andlor taught the LST Program were more enthusiastic toward the program than those who did nothing beyond being trained.
Bibliography:	ArticleID:JOSH1333 istex:0D713E180F0A505D1DB870FB04BDE6BA907E800C ark:/67375/WNG-NT1H4K19-6
ISSN:	0022-4391 1746-1561
DOI:	10.1111/j.1746-1561.2002.tb01333.x