Partnering to Support a Mindfulness-Informed Social and Emotional Learning Program in Elementary Schools: Strategies Aligned with the Quality Implementation Framework
Publication: Canadian Journal of Community Mental Health
7 October 2022
Abstract
In this case study we use the Quality Implementation Framework (QIF) to identify implementation strategies within the context of a six-year university–school board partnership that implemented and evaluated the MindUP program in Southwestern Ontario. Attention to all four phases in the QIF were found to contribute to the success of the initiative. Being implementation-sensitive required significant pre-implementation work at the outset, ongoing attunement to changing contexts and challenges, and dissemination to target stakeholders. The community-based participatory research principles, the importance of alignment, rapid knowledge mobilization within and beyond partners, and responding to challenges and opportunities were identified as key components for success.
Résumé
Avec cette étude, nous utilisons le Quality Implementation Framework (QFI) pour identifier les stratégies d’implantation utilisées dans le cadre d’un partenariat université-commission scolaire de 6 ans visant à mettre en oeuvre et évaluer le MindUP program dans le sud-ouest de l’Ontario. Il est apparu qu’une attention particulière portant sur les quatre phases du QIF a contribué au succès de cette initiative. L’approche sensible requiert un travail significatif de préimplantation dès le début, une harmonisation en cours de route pour adapter les contextes et les défis ainsi que la diffusion de l’information pour rejoinderles intervenants. Les principes de recherches fondés sur la participation de la communauté, l’importance de l’harmonisation, la mobilisation rapide des connaissances auprès et au-delà des partenaires de même que la réponse aux défis et opportunités ont été des éléments déterminants quant à la réussite de cette initiative.
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Canadian Journal of Community Mental Health
Volume 41 • Number 3 • July 2022
Pages: 103 - 121
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Version of record online: 7 October 2022
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Andrea Delaney, Claire V. Crooks, Karen Bax, Sandra Savage, and Terry Spencer. 2022. Partnering to Support a Mindfulness-Informed Social and Emotional Learning Program in Elementary Schools: Strategies Aligned with the Quality Implementation Framework. Canadian Journal of Community Mental Health.
41(3): 103-121. https://doi.org/10.7870/cjcmh-2022-022
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