caa a22 4500 60615390X CHVBK 20210128100556.0 cr unu---uuuuu 210128e20150701xx s 000 0 eng 10.1007/s11121-015-0552-0 doi (NATIONALLICENCE)springer-10.1007/s11121-015-0552-0 Implementation of a School-Based Social and Emotional Learning Intervention: Understanding Diffusion Processes Within Complex Systems [Elektronische Daten] [Rhiannon Evans, Simon Murphy, Jonathan Scourfield] Sporadic and inconsistent implementation remains a significant challenge for social and emotional learning (SEL) interventions. This may be partly explained by the dearth of flexible, causative models that capture the multifarious determinants of implementation practices within complex systems. This paper draws upon Rogers (2003) Diffusion of Innovations Theory to explain the adoption, implementation and discontinuance of a SEL intervention. A pragmatic, formative process evaluation was conducted in alignment with phase 1 of the UK Medical Research Council's framework for Developing and Evaluating Complex Interventions. Employing case-study methodology, qualitative data were generated with four socio-economically and academically contrasting secondary schools in Wales implementing the Student Assistance Programme. Semi-structured interviews were conducted with 15 programme stakeholders. Data suggested that variation in implementation activity could be largely attributed to four key intervention reinvention points, which contributed to the transformation of the programme as it interacted with contextual features and individual needs. These reinvention points comprise the following: intervention training, which captures the process through which adopters acquire knowledge about a programme and delivery expertise; intervention assessment, which reflects adopters' evaluation of an intervention in relation to contextual needs; intervention clarification, which comprises the cascading of knowledge through an organisation in order to secure support in delivery; and intervention responsibility, which refers to the process of assigning accountability for sustainable delivery. Taken together, these points identify opportunities to predict and intervene with potential implementation problems. Further research would benefit from exploring additional reinvention activity. The Author(s), 2015 Social and emotional learning nationallicence Intervention nationallicence Implementation nationallicence Diffusion of innovations nationallicence Evans Rhiannon DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut Murphy Simon DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut Scourfield Jonathan DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut Prevention Science Springer US; http://www.springer-ny.com 16/5(2015-07-01), 754-764 1389-4986 16:5<754 2015 16 11121 https://doi.org/10.1007/s11121-015-0552-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-015-0552-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Evans Rhiannon DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut NATIONALLICENCE 700 1- Murphy Simon DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut NATIONALLICENCE 700 1- Scourfield Jonathan DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/5(2015-07-01), 754-764 1389-4986 16:5<754 2015 16 11121