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Curriculum provided by STARS for Children’s Mental Health www.StarsNetwork.org stars@cmmhc.com. Edutainment vs Training for Sustained Behavior Change. Presented by: John Doe, TA Coordinator and Social Marketer Jane Doe, Project Director Sally Doe, Parent. Back to Basics - Play Ball!.

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edutainment vs training for sustained behavior change

Curriculum provided by STARS for Children’s Mental Health

www.StarsNetwork.org

stars@cmmhc.com

Edutainment vs Trainingfor Sustained Behavior Change

Presented by:

John Doe, TA Coordinator and Social Marketer

Jane Doe, Project Director

Sally Doe, Parent

slide3

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Learning Objectives – Participants will learn:

  • To describe the difference between a model of edutainment with a few hours of lecture, PowerPoint, then back to business as usual vs. a long lasting training model for change
  • To identify the key components of the training model including a combination of training, coaching, consultation, and monitoring outcomes
  • To describe the characteristics of a training model that is designed to create long-lasting behavior change among professionals to improve practice and outcomes
  • To identify the seven styles of learning and the relevance of how these styles impact information retention
traditional training models

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Traditional Training Models
  • Edutainment:
  • A form of entertainment designed to educate as well as to amuse (Wikipedia)
  • The act of learning through a medium that both educates and entertains (dictionary.com)
  • Traditional seat-time training (“Train and Hope Model”):
  • A few hours to a full day training with lecture, ppt, and handouts.
  • Bobble-head training:
  • A training that lacks expectation of the trainer and trainee. Resulting in
  • “smiling, nodding, then back to business as usual.”
fact research

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Fact/Research

Table 1

A Summary of a Meta-analysis of the Effects of Training and Coaching

on Teachers’ Implementation in the Classroom (Joyce & Showers 2002)

____________________________________________________________________________________

OUTCOMES

(% of participants who demonstrate knowledge, demonstrate new

skills in a training setting, and use new skills in the classrooms)______________________________________________________________________

TRAINING COMPONENTS Knowledge Skill Use in the Demonstration Classroom___________________________________________________________________________________________

Theory and Discussion 10% 5% 0% + Demonstration in Training 30% 20% 0% + Practice & Feedback in Training 60% 60% 5% + Coaching in Classroom 95% 95% 95%

slide6

Theory of Change for Sustained Behavior Change

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

theory of change needs issues

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Needs/Issues
  • Identify current need/issue
    • What are current needs/issues in our community
    • How are we going to find current needs/issues
      • GFA – What were our initial workforce development needs that were indicated in our original grant application?
      • CQI/Data – What is our national evaluation data telling us? What are our continuous quality improvement measures telling us?
      • Are we hearing complaints/suggestions/requests from:
        • Families and Youth
        • Community Partners and Providers
      • Other – Do we need to develop something that will provide us with this information?
        • Surveys
        • Focus groups
      • Workforce development needs
theory of change audience champions

Needs/Issues

CQI

Audience &

Champions

CQI

CQI

CQI

Theory of Change – Audience & Champions
  • Identify Audience and Champions
    • Who needs to be trained?
      • Target Audience
      • Secondary Audience
    • Champions
      • Must be within the target audience
      • Must be able to pump-up and encourage their peers with support and enthusiasm when “the going gets tough” – Change is hard!
theory of change skills and expectations

Needs/Issues

CQI

Audience &

Champions

CQI

CQI

Skills/Behaviors/

Expectations

CQI

Theory of Change – Skills and Expectations
  • Clearly identify and outline skills, behaviors and expectations
      • What doesn’t work - “You should be family-driven. Go!”
      • What does work – Being clear and providing specifics
        • Define family-driven care/practice
          • Families and youth provide a list of examples
        • Give examples of family-driven behavior
        • Provide expectations of behavior change
        • Use outside experts with a set/existing curriculum
          • Assure fidelity to the model
theory of change barriers arguments

Needs/Issues

CQI

Audience &

Champions

CQI

CQI

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Theory of Change – Barriers/Arguments
  • Identify barriers or arguments
    • Common themes
      • Negative attitudes/Natural Resistance to Change
      • Fiscal restraints
      • Lack of time for training
      • Lack of knowledge (ie. not know “why” they need youth-guided training)
      • Policy restraints/restrictions (ie. only allowed 20 hrs/yr education)
      • Lack of buy-in
theory of change interventions strategies

Needs/Issues

CQI

Audience &

Champions

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Theory of Change – Interventions/Strategies
  • 5. Identify interventions and strategies to address barriers
    • Validate, then address, the barriers and arguments.
    • Common strategies
      • Bring in local experts
        • Within that contract, include time to train a local expert who can continue training in the future
      • Social Marketing
        • For buy-in and reducing negative attitudes and resistance to change
      • Money
        • Use federal funds to help reduce barriers relating to fiscal restraints
          • Wage replacement
          • Stipends
      • Lack of knowledge
        • Training “teasers” or overviews to get them enough information for buy-in and excitement
theory of change support

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Theory of Change – Support
  • Support behavior change through:
    • Coaching
      • Skills are taught through observations and demonstrations
    • Consultation
      • addressing specific situations
    • Recognition
    • Evaluation and monitoring
seven styles of learning

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

Seven Styles of Learning
  • www.learning-styles-online.com
  • Spatial (visual)
  • Aural (auditory-musical)
  • Linguistic (verbal)
  • Bodily/Kinesthetic (physical)
  • Logical (mathematical)
  • Interpersonal (Social)
  • Intrapersonal (Solitary)
theory of change today wrap up
Theory of Change – Today (Wrap-up)

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

Skills/Behaviors/

Expectations

CQI

Barriers/Arguments

support

Needs/Issues

CQI

Audience &

Champions

Ongoing Support

Sustained

Behavior

Change

CQI

CQI

Interventions/

Strategies

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Expectations

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Support
  • Learning Styles
    • http://www.learning-styles-online.com
  • Sustained Behavior Change
    • Implementation Research: A Synthesis of the Literature. (2005) Fixsen, D., Naoom, S.F., Blase, D.A., Friedman, R.M., Wallace, F.
  • STARS
    • Tara Freed – Social Marketing/TA – tfreed@cmmhc.com 763.271.5323
    • Chris Woessner – Project Director – cschmid@cmmhc.com 763.271.5316
    • Hanna Kaufman – Youth – h2dakauf247@aol.com or 763.772.5336
    • Bill Affeldt – Provider – wjaffeldt@cmmhc.com or 763.295.4001
    • Carl Schick – Coach/Consultant – Carl.Schick@gmail.com