Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Chapter 25 - Measuring Child Well-Being in Schools
How Robust Outcome Data May Inform the Selection, Design, and Implementation of Evidence-Based Programmes
from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter introduces concepts and methodologies for understanding and measuring children's well-being and illustrates how these data may be used to inform the design and implementation of services and programmes for children in school. In order to provide accurate and reliable data to aid the implementation of interventions and programmes, the author argues that schools should rely, where possible, on 'standardised measures'. To illustrate the potential application and value of the routine use of standardised measures of well-being in schools, the chapter describes one particular tool designed to assess the mental health and social relationships of school children: strengths and difficulties questionnaire (SDQ). The described principles and illustrations can be applied equally to other robust standardised measures assessing varying dimensions of children's well-being. The SDQ has been demonstrated to effectively discriminate, with reasonable accuracy, between children with and without a likely mental health disorder.
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- Handbook of Implementation Science for Psychology in Education , pp. 423 - 442Publisher: Cambridge University PressPrint publication year: 2012
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