Edutainment vs Training for Sustained Behavior Change

1. 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

2. Back to Basics - Play Ball!

3. 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

4. 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.”

5. 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%

6. 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

7. 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

8. 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!

9. 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

10. 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

11. 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

12. 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

13. 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)

14. 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

15. Needs/Issues CQI Audience & Champions Ongoing Support Sustained Behavior Change CQI CQI Interventions/ Strategies Skills/Behaviors/ Expectations CQI Barriers/Arguments 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