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Implementation

"The SPF Process" by Center on the Family. All rights reserved.

Implementation

After a community has carefully chosen and planned their prevention strategy, it is then time to implement the prevention program or programs. Implementation is the next step in the SPF process. At this stage it is important to think about the prevention program’s ‘active ingredients,’ or its goals, objectives, timeline, and protocols. It is likely that a program will need to be adapted to fit local conditions so as to be a good match for the cultural norms, values, and beliefs of a community. If an intervention is not seen as relevant to the target population, it is not likely to be effective. However, communities and organizations should be thoughtful and purposeful about the changes they make to their prevention programs. When making cultural adaptations to a program, changes need to be recorded and should not alter the features of the program that are thought to be the key ingredients for change.

When implementing culturally appropriate programs, service providers and planners often have to strike a balance between fidelity to the original program design and cultural adaption.

  • Adaptation: Any change a prevention program undergoes in order to meet specific needs. Two types of adaptation include changes to program:
  • Content: Making changes or additions to program manuals, tasks, and tools so that the content is more relevant to the target population. In order to be effective these changes should reflect the use of both culturally relevant names, terms, and examples (surface structure) and culturally relevant concepts, themes, and issues (deep structure).
  • Delivery: Making changes to the way programs are carried out (e.g., online vs. in the classroom)
  • Fidelity: The degree that an implemented prevention program stays ‘true’ to what its designers intended. Fidelity can be described along 4 dimensions:
  • Adherence: How much did your program stick to the original design? It is not always possible or even desirable (in the case of cultural adaptations) to administer a program exactly as designed. However, it is important to note any deviations from the design to see if these have impacted your outcomes in some way.
  • Dose: How much of the program did your target population receive? This refers to the number of classes or meetings participants actually attended, as well as the length and intensity of the program activities. It is important to keep track of the dose because it is quite possible that participants who attended more activities will show more change than those who left the program early.
  • Quality of delivery: In the end, how high was the quality of your program delivery? This refers to the level of staffing and training as well as the resources deployed during program activities. It is possible to follow a program manual precisely but without a focus on the quality of the delivery. This is often the result of poor planning, inadequate training, or lack of enthusiasm on the part of program staff.
  • Participant responsiveness: How did your target population respond to the program? A successful prevention program is not only well implemented with a high-level of quality, but it is also relevant to your participants. If your program is not meaningful and useful to your target audience, than even high-quality implementation will result in disappointing outcomes. Therefore, measuring the level of participant engagement is critical to understanding whether a program is effective.

Tools

 

References

Castro, F., Barrera, M., and Martinez, C. (2004). The cultural adaptation of prevention interventions: resolving tension between fidelity and fit. Prevention Science, 5(1), 41-45.
Dusenbury, L., Brannigan, R., Falco, M., and Hansen, W. (2003). A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health Education Research Theory & Practice, 18(2), 237-256. 
Moncher, F., and Prinz, R. (1991). Treatment fidelity in outcome studies. Clinical Psychology Review, 11, 247-266.
SAMHSA. (2015, October 1). Step 4: Implement. Retrieved from http://www.samhsa.gov/capt/applying-strategic-prevention-framework/step4-implement

January 2021

Jan 13 Wed
ADAD Zoom Training: Ethics

The purpose of the session is to gain an understanding of ethical guidelines in an advanced setting. Participants will be better equipped to resolve ethical dilemmas in Substance abuse and Mental Health field. This will be beneficial for those that have already completed Ethic’s the Basic.

Location

Zoom

Jan 15 Fri
ADAD Zoom Training: Helping with Emotional Intelligence

This training will provide an overview of using emotional intelligence in the helping profession. Participants will learn the:

  • Definition of Emotional Intelligence (EQ) and how it differs from Intelligence (IQ)
  • Understanding Emotional Intelligence with young adults (developmental perspective)
  • Introduction to Daniel Goleman’s Competency Module
  • Strategies to improve personal and professional life using Emotional Intelligence
  • Action Steps helping professionals take to encourage empathy
  • Activities that promote Emotional Intelligence
Location

Zoom

Jan 29 Fri
ADAD Zoom Training: Family Dynamics

The purpose of this training is to introduce Family Systems Theories. The presenter will discuss various approaches, skills and techniques used in effectively working with families (dual parent household, single parent, traditional and non-traditional parenting). Participants will be introduced to various tools and skills and be able to identify valuable characteristics to effectively help families. This is an interactive training.

Location

Zoom