1. Edutainment vs Training for 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

2. Back to Basics - Play Ball!

3. 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

4. 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

5. Fact/Research Skills/Behaviors/ Expectations Barriers/Arguments Interventions/ Strategies Ongoing Support Sustained Behavior Change Audience & Champions Needs/Issues 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 Discussion10%5%0% + Demonstration in Training30%20%0% + Practice & Feedback in Training60%60%5% + Coaching in Classroom95%95%95%

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

7. Theory of Change – Needs/Issues 1.Identify current need/issue 1.What are current needs/issues in our community 2.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 Youth 2.Community Partners and Providers 4. Other – Do we need to develop something that will provide us with this information? 1.Surveys 2.Focus groups 5. Workforce development needs Needs/Issues CQI

8. Theory of Change – Audience & Champions 2.Identify Audience and Champions 1.Who needs to be trained? 1. Target Audience 2. Secondary Audience 2.Champions 1. Must be within the target audience 2. 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

9. 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 examples 2.Give examples of family-driven behavior 3.Provide expectations of behavior change 4.Use outside experts with a set/existing curriculum Assure fidelity to the model Skills/Behaviors/ Expectations Audience & Champions Needs/Issues CQI

10. Theory of Change – Barriers/Arguments 4.Identify barriers or arguments 1.Common themes 1. Negative attitudes/Natural Resistance to Change 2. Fiscal restraints 3. Lack of time for training 4. 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

11. 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 future 2. 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

12. 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

13. 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

14. Theory of Change – Today (Wrap-up) Skills/Behaviors/ Expectations Barriers/Arguments Interventions/ Strategies Ongoing Support Sustained Behavior Change Audience & Champions Needs/Issues CQI

15. 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 763.271.5323tfreed@cmmhc.com Chris Woessner – Project Director – cschmid@cmmhc.com 763.271.5316cschmid@cmmhc.com Hanna Kaufman – Youth – h2dakauf247@aol.com or 763.772.5336h2dakauf247@aol.com Bill Affeldt – Provider – wjaffeldt@cmmhc.com or 763.295.4001wjaffeldt@cmmhc.com Carl Schick – Coach/Consultant – Carl.Schick@gmail.comCarl.Schick@gmail.com Skills/Behaviors/ Expectations Barriers/Arguments Interventions/ Strategies Ongoing Support Sustained Behavior Change Audience & Champions Needs/Issues CQI