Edutainment vs Trainingfor Sustained Behavior Change

Curriculum provided by STARS for Children’s Mental Health

www.StarsNetwork.org

stars@cmmhc.com

Presented by:

John Doe, TA Coordinator and Social Marketer

Jane Doe, Project Director

Sally Doe, Parent

Back to Basics - Play Ball!

Learning Objectives – Participants will learn:

1. 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

2. To identify the key components of the training model including a combination of training, coaching, consultation, and monitoring outcomes

3. To describe the characteristics of a training model that is designed to create long-lasting behavior change among professionals to improve practice and outcomes

4. To identify the seven styles of learning and the relevance of how these styles impact information retention

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

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.”

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Fact/Research

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

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%

Theory of Change for Sustained Behavior Change

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support

Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQICQI

Theory of Change – Needs/Issues

1. Identify current need/issue1. What are current needs/issues in our community2. How are we going to find current needs/issues

1. GFA – What were our initial workforce development needs that were indicated in our original grant application?

2. CQI/Data – What is our national evaluation data telling us? What are our continuous quality improvement measures telling us?

3. Are we hearing complaints/suggestions/requests from:1. Families and Youth2. Community Partners and Providers

4. Other – Do we need to develop something that will provide us with this information?1. Surveys2. Focus groups

5. Workforce development needs

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Audience & Champions

2. Identify Audience and Champions1. Who needs to be trained?

1. Target Audience2. Secondary Audience

2. Champions1. Must be within the target audience2. Must be able to pump-up and encourage their peers with

support and enthusiasm when “the going gets tough” – Change is hard!

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Skills and Expectations

3. 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 1. Define family-driven care/practice

Families and youth provide a list of examples2. Give examples of family-driven behavior3. Provide expectations of behavior change4. Use outside experts with a set/existing curriculum

Assure fidelity to the model

Skills/Behaviors/

Expectations

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Barriers/Arguments

4. Identify barriers or arguments1. Common themes

1. Negative attitudes/Natural Resistance to Change2. Fiscal restraints3. Lack of time for training4. Lack of knowledge (ie. not know “why” they need

youth-guided training)5. Policy restraints/restrictions (ie. only allowed 20

hrs/yr education)6. Lack of buy-in

Skills/Behaviors/

Expectations

Barriers/Arguments

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Interventions/Strategies

5. Identify interventions and strategies to address barriers Validate, then address, the barriers and arguments. Common strategies

1. Bring in local experts Within that contract, include time to train a local expert

who can continue training in the future2. Social Marketing

For buy-in and reducing negative attitudes and resistance to change

3. Money Use federal funds to help reduce barriers relating to fiscal

restraints Wage replacement Stipends

4. Lack of knowledge Training “teasers” or overviews to get them enough

information for buy-in and excitement

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Support

6. Support behavior change through:

Coaching Skills are taught through observations and demonstrations

Consultation addressing specific situations

Recognition

Evaluation and monitoring

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

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)

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI

Theory of Change – Today (Wrap-up)

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support

Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQICQI

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

Skills/Behaviors/

Expectations

Barriers/Arguments

Interventions/

Strategies

Ongoing Support Sustained

Behavior

Change

Audience &

Champions

Needs/Issues

CQI

CQI

CQI

CQI