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Cited by 474School Health and Nursing EducationCrime Patterns and InterventionsHealth Policy Implementation Science

Quality of School-Based Prevention Programs: Results from a National Survey

Gottfredson, Denise C., Gottfredson, Gary D.·2002·Journal of Research in Crime and Delinquency
DOI 10.1177/002242780203900101
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Abstract

A national probability sample of 3,691 school-based prevention activities operating in the spring of 1998 is used to describe the quality of implementation of typical school-based prevention practices, compare the quality of implementation of prevention practice with what is typical in prevention research, and test hypotheses about predictors of the quality of implementation. Results indicate that the quality of school-based prevention practices as they are implemented in the typical school is low. The examination of correlates of prevention quality suggests that the level of implementation of prevention practices can be improved through better integration of these activities into normal school operations; more extensive local planning and involvement in decisions about what to implement; greater organizational support in the form of high-quality training, supervision, and principal support; and greater standardization of program materials and methods. Implications for practice are discussed.

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Crossref · 10.1177/002242780203900101

Cites

17 of 17 references verified0 citation errors · 0 not checkable

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  • Inconsistent implementation of universal prevention programs for student mental health is common and problems with delivery attenuate their impact.

    “Unfortunately, despite strong evidence for a wide variety of universal prevention programs for student mental health, findings suggest that inconsistent implementation is common and that problems with delivery attenuate their impact [50–53].”

    From Leading the charge in the education sector: development and validation of the School Implementation Leadership Scale (SILS) (2022) · cites this paper as [52]

  • Research on teacher training and fidelity shows a positive but weaker-than-expected association.

    “Although studies examining the relationship between teacher training and fidelity have shown a positive association, the relationship is weaker than might be expected (e.g., Gottfredson and Gottfredson 2002).”

    From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Gottfredson and Gottfredson 2002

  • The culture or climate of an intervention setting can support implementation fidelity.

    “The culture or climate of the environment in which an intervention takes place can promote implementation fidelity (Bradshaw et al. 2009; Gottfredson and Gottfredson 2002; Payne et al. 2006), although it is often overlooked in the dissemination process (Adelman and Taylor 2003; Burns and Hoagwood 2005; Dusenbury et al. 2003; Greenberg et al. 2005; Rohrbach et al. 2006; Wandersman et al. 2008).”

    From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Gottfredson and Gottfredson 2002

  • The quality of implementation of preventive interventions when delivered in real-world settings is often suboptimal.

    “the quality of implementation of preventive interventions when delivered in “real-world” settings is often suboptimal (Gottfredson and Gottfredson 2002; Hallfors and Godette 2002; Ennett et al. 2003).”

    From Standards of Evidence for Efficacy, Effectiveness, and Scale-up Research in Prevention Science: Next Generation (2015) · cites this paper as Gottfredson and Gottfredson 2002

  • Manuals that include reproducible materials, provide audiovisual aids, provide lists of materials to be used, and specify activities to be carried out are related to higher scores on measures of implementation quality than interventions lacking such structured materials.

    “research recommends the use of manuals that include reproducible materials, provide audiovisual aids, provide lists of materials to be used, and specify activities to be carried out because such materials are related to higher scores on measures of implementation quality than interventions lacking such structured materials (Gottfredson and Gottfredson 2002).”

    From Standards of Evidence for Efficacy, Effectiveness, and Scale-up Research in Prevention Science: Next Generation (2015) · cites this paper as Gottfredson and Gottfredson 2002

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Authors
Gottfredson, D. C., & Gottfredson, G. D.
ORCID
Gottfredson, Denise C.
Venue
Journal of Research in Crime and Delinquency
Publisher
SAGE Publications
Published
2002-02
Volume
39
Issue
1
Pages
3-35
ISSN
  • 0022-4278 (ISSN-L)
  • 1552-731X
DOI
10.1177/002242780203900101
OpenAlex
W2097752030
Cited by
474
References
17
Citations by year
2026: 8 · 2025: 10 · 2024: 18 · 2023: 11 · 2022: 17 · 2021: 10 · 2020: 52 · 2019: 21 · 2018: 25 · 2017: 17 · 2016: 20 · 2015: 29 · 2014: 20 · 2013: 30 · 2012: 37
FWCI
30.50
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Journal of Research in Crime and Delinquency (publishedVersion)
Topics
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
  • Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
Keywords
school-based prevention, program implementation quality, school violence prevention, organizational support, principal support, staff training and supervision, program standardization, local planning

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