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    Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network

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    Authors
    Gobat, Nina
    Littlecot, Hannah
    Williams, Andy
    McEwan, Kirsten
    Stanton, Helen
    Robling, Michael
    Rollnick, Stephen
    Murphy, Simon
    Evans, Rhiannon
    Affiliation
    University of Oxford
    Cardiff University
    University of Derby
    Issue Date
    2021-01-18
    
    Metadata
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    Abstract
    The evidence-base for whole school approaches aimed at improving student mental health and wellbeing remains limited. This may be due to a focus on developing and evaluating de-novo, research led interventions, while neglecting the potential of local, contextually-relevant innovation that has demonstrated acceptability and feasibility. This study reports a novel approach to modelling and refining the theory of a whole-school restorative approach, alongside plans to scale up through a national educational infrastructure in order to support robust scientific evaluation. A pragmatic formative process evaluation was conducted of a routinized whole-school restorative approach aimed at improving student mental health and wellbeing in Wales. The study reports seven phases of the pragmatic formative process evaluation that may be undertaken in the development and evaluation of interventions already in routine practice: 1) identification of innovative local practice; 2) scoping review of evidence-base to identify existing intervention programme theory; outcomes; and contextual characteristics that influence programme theory and implementation; 3) establishment of a Transdisciplinary Action Research (TDAR) group; 4) co-production of an initial intervention logic model with stakeholders; 5) confirmation of logic model with stakeholders; 6) planning for intervention refinement; and 7) planning for feasibility and outcome evaluation. The phases of this model may be iterative and not necessarily sequential. Formative, pragmatic process evaluations support researchers, policy-makers and practitioners in developing a robust scientific evidence-base for acceptable and feasible local innovation that does not have a clear evidence base. The case of a whole-school restorative approach provides a case example of how such an evaluation may be undertaken.
    Citation
    Gobat, N.H., Littlecott, H., Williams, A., McEwan, K., Stanton, H., Robling, M., Rollnick, S., Murphy, S. and Evans, R., (2020). 'Developing whole-school mental health and wellbeing intervention through pragmatic formative process evaluation: A case-study of innovative local practice within the School Health Research Network'. BMC Public Health, 154, pp. 1-16.
    Publisher
    BMC
    Journal
    BMC Public Health
    URI
    http://hdl.handle.net/10545/625548
    DOI
    10.1186/s12889-020-10124-6
    Additional Links
    https://www.researchsquare.com/article/rs-10616/v2
    https://bmcpublichealth.biomedcentral.com/
    Type
    Article
    Language
    en
    EISSN
    1471-2458
    ae974a485f413a2113503eed53cd6c53
    10.1186/s12889-020-10124-6
    Scopus Count
    Collections
    School of Allied Health and Social Care

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