Luise Adametz 1 , Felicitas Richter 1 , Julia Mühleck 1 , Katharina Wick 1 , Bernhard Strauß 1 , Uwe Berger 1 Show Affiliations »
Abstract
BACKGROUND: Prevalence rates for eating disorders remained stable over the years despite the implementation of numerous prevention strategies. This may be due to discrepancies between research and practice and scientific findings are not fully applied to the care of risk groups. The school-based programs PriMa and Torera for primary prevention of eating disorders have been delivered in Thuringian schools since 2004. A current survey provides information on barriers and facilitators for a long-term implementation in the school routine. OBJECTIVES AND METHODS: Using the "Consolidated Framework for Implementation Research", factors which impact the implementation process are discussed. RESULTS: Impeding factors for a long-term implementation are missing framework conditions, staff turnover and a lack of financial support from politicians. Possible solutions could be the establishment of extra time in the curriculum, the employment of individuals responsible for prevention and a close network between all people involved. CONCLUSION: According to the Society for Prevention Research, discussing implementation factors builds the last part of comprehensive program evaluations. We illustrate the barriers for the integration of evidence-based prevention programs in daily school life. It is important to implement new structures prior to the implementation of resource-intensive new prevention programs in order to increase the effectiveness of said programs and enable long-term implementation. © Georg Thieme Verlag KG Stuttgart · New York.
BACKGROUND: Prevalence rates for eating disorders remained stable over the years despite the implementation of numerous prevention strategies. This may be due to discrepancies between research and practice and scientific findings are not fully applied to the care of risk groups. The school-based programs PriMa and Torera for primary prevention of eating disorders have been delivered in Thuringian schools since 2004. A current survey provides information on barriers and facilitators for a long-term implementation in the school routine. OBJECTIVES AND METHODS: Using the "Consolidated Framework for Implementation Research", factors which impact the implementation process are discussed. RESULTS: Impeding factors for a long-term implementation are missing framework conditions, staff turnover and a lack of financial support from politicians. Possible solutions could be the establishment of extra time in the curriculum, the employment of individuals responsible for prevention and a close network between all people involved. CONCLUSION: According to the Society for Prevention Research, discussing implementation factors builds the last part of comprehensive program evaluations. We illustrate the barriers for the integration of evidence-based prevention programs in daily school life. It is important to implement new structures prior to the implementation of resource-intensive new prevention programs in order to increase the effectiveness of said programs and enable long-term implementation. © Georg Thieme Verlag KG Stuttgart · New York.
Entities: Chemical
Mesh： See more »
Year: 2017
PMID： 28958121 DOI： 10.1055/s-0043-117878
Source DB: PubMed Journal: Psychother Psychosom Med Psychol ISSN： 0937-2032