Book contents
- An Ounce of Prevention
- An Ounce of Prevention
- Copyright page
- Dedication
- Contents
- Figures
- Contributors
- Acknowledgments
- Part One A Foundation in Prevention
- 1 The Practice and Science of Prevention: Introduction and Overview
- 2 Best Practices for the Evaluation of Prevention Programs
- 3 Critical Features of Prevention Practice: Implementing Prevention That Works
- Part Two Prevention with Children and Youth
- Part Three Prevention with Emerging Adults
- Part Four Across the Lifespan: Adults and Families
- Part Five Closing
- Index
- References
2 - Best Practices for the Evaluation of Prevention Programs
from Part One - A Foundation in Prevention
Published online by Cambridge University Press: 14 November 2024
Edited by
Book contents
- An Ounce of Prevention
- An Ounce of Prevention
- Copyright page
- Dedication
- Contents
- Figures
- Contributors
- Acknowledgments
- Part One A Foundation in Prevention
- 1 The Practice and Science of Prevention: Introduction and Overview
- 2 Best Practices for the Evaluation of Prevention Programs
- 3 Critical Features of Prevention Practice: Implementing Prevention That Works
- Part Two Prevention with Children and Youth
- Part Three Prevention with Emerging Adults
- Part Four Across the Lifespan: Adults and Families
- Part Five Closing
- Index
- References
Summary
Program evaluations are a fundamental tool of prevention science. They provide insight into a program’s effectiveness and efficiency by systematically collecting information. There are a wide variety of program evaluation types that can be used across early, intermediate, and later phases of intervention to assess a variety of outcomes. This chapter will discuss using theory of change and logic models and will explore the type of evaluation that may be best suited for different stages of prevention program development (formative, process, or outcome). Program evaluation examples are used to illustrate different techniques. Attention to the sociopolitical context within prevention program evaluations is also discussed.
Keywords
- Type
- Chapter
- Information
- An Ounce of PreventionEvidence-Based Prevention for Counseling and Psychology, pp. 23 - 41Publisher: Cambridge University PressPrint publication year: 2024
References
Davis, M., Orpinas, P., & Horne, A. M. (2013). Design and evaluation of prevention programs. In Vera, E. M. (Ed.), The Oxford handbook of prevention in counseling psychology (pp. 91–108). Oxford University Press.Google Scholar
Schwandt, T. A., & Gates, E. F. (2021, in press). Evaluating and valuing in social research. Guilford Press.Google Scholar
Romano, J. (2015). Prevention psychology: Enhancing personal and social well-being. American Psychological Association.CrossRefGoogle Scholar
Raczynski, K., Waldo, M., Schwartz, J., & Horne, A. (2013). Evidenced-based prevention. Sage.CrossRefGoogle Scholar
Vera, E., & Kenny, M. E. (2013). Social justice and culturally relevant prevention. Sage.CrossRefGoogle Scholar
References
Abraczinskas, M., Kornbluh, M., Golden, A. R., Glende, J., Velez, V., Vines, E., & Ozer, E. J. (2022). Preventing bullying and improving school climate through integrating youth participatory action research into school-wide positive behavioral interventions and supports: An illustration using a multiple case study approach. Journal of Prevention and Health Promotion, 3(2), 166–194. doi.org/10.1177/26320770221092148CrossRefGoogle Scholar
Albee, G. W. (1986). Toward a just society: Lessons from observations on the primary prevention of psychopathology. American Psychologist, 41(8), 891–898. doi.org/10.1037/0003-066X.41.8.891CrossRefGoogle Scholar
American Psychological Association. (2014). Guidelines for prevention in psychology. American Psychologist, 69(3), 285–296. doi.org/10.1037/a0034569CrossRefGoogle Scholar
Buhin, L., & Vera, E. M. (2009). Preventing racism and promoting social justice: Person-centered and environment-centered interventions. The Journal of Primary Prevention, 30(1), 43–59. doi.org/10.1007/s10935-008-0161-9CrossRefGoogle ScholarPubMed
Caracelli, V. J., & Riggin, L. J. C. (1994). Mixed-method evaluation: Developing quality criteria through concept mapping. Evaluation Practice, 15(2), 139–152. doi.org/10.1016/0886-1633(94)90005-1CrossRefGoogle Scholar
Centers for Disease Control (n.d.). Program evaluation tip sheet: Integrating cultural competence into evaluation. www.cdc.gov/dhdsp/docs/cultural_competence_tip_sheet.pdfGoogle Scholar
Comas-Díaz, L. & Rivera, E. T. (2020). Liberation psychology: Theory, method, practice, and social justice. American Psychological Association.CrossRefGoogle Scholar
Davis, M., Orpinas, P., & Horne, A. M. (2013). Design and evaluation of prevention programs. In Vera, E. M. (Ed.), The Oxford handbook of prevention in counseling psychology (pp. 91–108). Oxford University Press.Google Scholar
Fagan, A. A., Bumbarger, B. K., Barth, R. P., Bradshaw, C. P., Cooper, B. R., Supplee, L. H., & Walker, D. K. (2019). Scaling up evidence-based interventions in US public systems to prevent behavioral health problems: Challenges and opportunities. Prevention Science, 20, 1147–1168. doi.org/10.1007/s11121-019-01048-8CrossRefGoogle ScholarPubMed
French, B. H., Lewis, J. A., Mosley, D. V., Adames, H. Y., Chavez-Dueñas, N. Y., Chen, G. A., & Neville, H. A. (2020). Toward a psychological framework of radical healing in communities of color. The Counseling Psychologist, 48(1), 14–46. doi.org/10.1177/0011000019843506CrossRefGoogle Scholar
Gottfredson, D. C., Cook, T. D., Gardner, F. E. M., Gorman-Smith, D., Howe, G. W., Sandler, I. N., & Zafft, K. M. (2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16(7), 893–926. doi.org/10.1007/s11121-015-0555-xCrossRefGoogle ScholarPubMed
Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E., Sparks, E., & Weintraub, S. R. (2004). Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist, 32(6), 793–836. doi.org/10.1177/0011000004268802CrossRefGoogle Scholar
Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Matthews, C., Schwartz, J. P., Waldo, M. (2007). Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologists, 35(4), 493–566. doi.org/10.1177/0011000006291411CrossRefGoogle Scholar
Herman, K. C., Reinke, W. M., Thompson, A. M. (2020). Prevention science as a platform for solving major societal problems and improving population health. Journal of Prevention and Health Promotion, 1(1), 131–151. doi.org/10.1177/2632077020948786CrossRefGoogle Scholar
Moore, S. K., Grabinski, M., Bessen, S., Borodovsky, J. T., & Marsch, L. A. (2019). Web-based prescription opioid abuse prevention for adolescents: Program development and formative evaluation. JMIR Formative Research, 3(3). http://formative.jmir.org/2019/3/e12389/CrossRefGoogle ScholarPubMed
Myers, N. D., Prilleltensky, I., Hill, C. R., & Feltz, D. L. (2017). Well-being self-efficacy and complier average causal effect modeling: A substantive-methodological synergy. Psychology of Sport & Exercise, 30, 135–144. doi.org/10.1016/j.psychsport.2017.02.010CrossRefGoogle Scholar
Poteat, V. P., Yoshikawa, H., Calzo, J. P., Russell, S. T., & Horn, S. (2017). Gay-straight alliances as settings for youth inclusion and development: Future conceptual and methodological directions for research on these and other student groups in schools. Educational Researcher, 46(9), 508–516. doi.org/10.3102/0013189X17738760CrossRefGoogle ScholarPubMed
Prilleltensky, I., McMahon, A., Myers, N. D., Prilleltensky, O., Dietz, S., Scarpa, M. P., Lee, S., Pfeiffer, K. A., Bateman, A. G., & Brincks, A. M. (2020). An exploration of the effectiveness of the fun for wellness online intervention to promote health in adults with obesity: A randomized controlled trial. Journal of Prevention and Health Promotion, 1(2), 212–239. doi.org/10.1177/2632077020968737CrossRefGoogle Scholar
Raczynski, K., Waldo, M., Schwartz, J., & Horne, A. (2013). Evidenced-based prevention (Vol. 6). Sage.CrossRefGoogle Scholar
Romano, J. (2015). Prevention psychology: Enhancing personal and social well-being. American Psychological Association.CrossRefGoogle Scholar
Romano, J. L., & Hage, S. M. (2000). Prevention and counseling psychology: Revitalizing commitments for the twenty-first century. The Counseling Psychologist, 28(6), 733–763. doi.org/10.1177/0011000000286001CrossRefGoogle Scholar
Rosas, S. R. (2005). Concept mapping as a technique for program theory development: An illustration using family support programs. American Journal of Evaluation, 26(3), 389–401. doi.org/10.1177/1098214005278760CrossRefGoogle Scholar
Singer, A., & Svajlenka, N. P. (2013). Immigration facts: Deferred action for childhood arrivals (DACA). The Brookings Institution. www.brookings.edu/wp-content/uploads/2016/06/DACA_singer_svajlenka_FINAL.pdfGoogle Scholar
Smith, L. T. (2012). Decolonizing methodologies: Research and indigenous peoples (2nd ed.). Zed Books.Google Scholar
Spoth, R., Clair, S., Greenberg, M., Redmond, C., & Shin, C. (2007). Toward dissemination of evidence-based family interventions: Maintenance of community-based partnership recruitment results and associated factors. Journal of Family Psychology, 21(2), 137. doi.10.1037/0893-3200.21.2.137CrossRefGoogle ScholarPubMed
Spoth, R., Redmond, C., Shin, C., Trudeau, L., Greenberg, M. T., Feinberg, M. E., & Welsh, J. (2022). Applying the PROSPER prevention delivery system with middle schools: Emerging adulthood effects on substance misuse and conduct problem behaviors through 14 years past baseline. Child Development, 93(4), 925–940. doi.org/10.1111/cdev.13746CrossRefGoogle ScholarPubMed
Spoth, R., Rohrbach, L. A., Greenberg, M., Leaf, P., Brown, C. H., Fagan, A., Catalano, R. F., Pentz, M. A., Sloboda, Z., Hawkins, J. D., & Society for Prevention Research Type 2 Translational Task Force Members and Contributing Authors. (2013). Addressing core challenges for the next generation of type 2 translation research and systems: The translation science to population impact (TSci Impact) framework. Prevention Science, 14(4), 319–351. doi.org/10.1007/s11121-012-0362-6CrossRefGoogle ScholarPubMed
Vera, E. (2020). A prevention agenda for 2020 and beyond: Why environmental interventions matter now more than ever. Journal of Prevention and Health Promotion, 1(1), 5–33. doi.org/10.1177/2632077020937690CrossRefGoogle Scholar
Vera, E., & Kenny, M. E. (2013). Social justice and culturally relevant prevention. Sage.CrossRefGoogle Scholar
Wang, X. (2021). The role of perceived susceptibility and collectivist values in support for using social distancing to prevent COVID-19 in the United States. Journal of Prevention and Health Promotion, 2(2), 268–293. doi.org.10.1177/26320770211015434CrossRefGoogle Scholar
Waterman, E. A., Hutchison, C. A., Edwards, K. M., Hopfauf, S. L., Simon, B., & Banyard, V. L. (2021). A process evaluation of a youth-led sexual violence prevention initiative. Journal of Prevention and Health Promotion, 2(2), 163–190. doi.org/10.1177/26320770211010817CrossRefGoogle Scholar
Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. dx.doi.org/10.1016/j.cpr.2016.10.005CrossRefGoogle ScholarPubMed
Yampolskaya, S., Nesman, T. M., Hernandez, M., & Koch, D. (2004). Using concept mapping to develop a logic model and articulate a program theory: A case example. American Journal of Evaluation, 25(2), 191–207. doi.org/10.1177/109821400402500204CrossRefGoogle Scholar