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- Olsson, Tina M., et al.
(författare)
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Advancing school-based interventions through economic analysis
- 2014
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Ingår i: New Directions for Youth Development. - Hoboken : John Wiley & Sons. - 1533-8916 .- 1537-5781. ; :141, s. 117-123
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Tidskriftsartikel (refereegranskat)abstract
- Commentators interested in school-based prevention programs point to the importance of economic issues for the future of prevention efforts. Many of the processes and aims of prevention science are dependent upon prevention resources. Although economic analysis is an essential tool for assessing resource use, the attention given economic analysis within school-based prevention remains cursory. Largely, economic analyses of school-based prevention efforts are undertaken as secondary research. This limits these efforts to data that have been collected previously as part of epidemiological and outcomes research. Therefore, economic analyses suffer from gaps in the knowledge generated by these studies. This chapter addresses the importance of economic analysis for the future of school-based substance abuse prevention programs and highlights the role of prevention research in the development of knowledge that can be used for economic analysis.
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| 2. |
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| 3. |
- Özdemir, Metin, 1977-, et al.
(författare)
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Improving dissemination of evidence‐based programs through researcher–practitioner collaboration
- 2014
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Ingår i: New Directions for Youth Development. - : Wiley. - 1533-8916 .- 1537-5781. ; 141, s. 107-116
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Tidskriftsartikel (refereegranskat)abstract
- Prevention field has achieved major advances in developing, implementing, and testing the efficacy of preventive interventions in controlled settings. Nevertheless, there is still a gap in translating the success of programs in efficacy trials into real-life settings. Dissemination of evidence-based programs is a major challenge. The authors argue that promoting adoption of evidence-based programs requires further improvements in three areas, and collaboration between researchers and practitioners. First, there is a need to develop a holistic assessment system encompassing both risk/need and readiness assessments. Second, there is need for new methods for improving implementation quality. Third, prevention research needs to focus more on identifying the mechanisms that explain how programs work and the core elements of the program. Both researchers and practitioners have roles and opportunities to collaborate to achieve developments in these areas.
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