Implementing a School/Community Partnership
In this chapter we consider schools as ‘settings’ for the implementation of well-being programs. The science of how interventions are taken from the ‘laboratory’ and implemented in the busy world of the school and classroom will be critically examined. A
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Implementing a School/Community Partnership
Coming together is a beginning; keeping together is progress; working together is success. —Henry Ford.
Abstract In this chapter we consider schools as ‘settings’ for the implementation of well-being programs. The science of how interventions are taken from the ‘laboratory’ and implemented in the busy world of the school and classroom will be critically examined. A model for the successful implementation of well-being programs developed by the authors will be outlined. Two examples of school-community interventions will be outlined to highlight the barriers and facilitators to implementing such interventions.
Key Terms
Settings
Channels and mechanisms of influence for reaching defined populations. Health A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Social determinants of health Where health inequalities, social isolation and exclusion are understood as social injustices, rather than as products of individual dysfunction or deficit. Quality assurance Refers to the extent to which a consumer (e.g. child, teacher, parent) can have confidence that the program/framework they are undertaking will have the effect it claims it will have.
© Springer International Publishing Switzerland 2016 P.T. Slee and G. Skrzypiec, Well-Being, Positive Peer Relations and Bullying in School Settings, Positive Education, DOI 10.1007/978-3-319-43039-3_9
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9 Implementing a School/Community Partnership
Introduction In this final chapter we provide guidelines for the implementation of a well-being program e.g. anti-bullying or well-being. By way of background we describe some of the challenges to implementing a school-based program highlighting the facilitators and barriers encountered along the way. The matter of quality assurance as a significant factor in providing a well-designed and well implemented program to facilitate positive changes in well-being or address school bullying is considered. To illustrate we describe a framework for the implementation presented using the acronym of P.R.A.I.S.E. (‘Promotion’, ‘Readiness’. Adoption’, ‘Implementation’ ‘Sustainability’ ‘Evaluation’). To assist the reader we describe two successful community based interventions. To begin with we identify how schools act as settings for interventions.
Schools as “Settings” for Interventions and Well-being Promotion Schools have ready-made populations of students that can be identified for general, as well as specific, well-being initiatives such as school bullying. The focus of such initiatives in schools has moved, in accordance with World Health Organisation (WHO) recommendations, towards a “settings” approach, which is reflected in the concept of the health promoting school. Such initiatives include the Australian KidsMatter Primary (KidsMatter 2010) and KidsMatter Early Childhood (KMEC 2011) frameworks. The evaluation of KidsMatter Primary (Slee et al. 2009, 2012) confirms the value of a ‘whole school’ approach for school based interventio
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