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Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bacchus, Natashia Soraiya |
| Copyright Year | 2018 |
| Abstract | Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia by Natashia Soraiya Bacchus M. Ed, University of Northern British Columbia, 2004 BA, Simon Fraser University, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University May 2018 Abstract The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries. Teacher Implementation of a School Based Anxiety Prevention Program in British Columbia by Natashia Soraiya Bacchus M. EdA, University of Northern British Columbia, 2003 BA, Simon Fraser University, 1993 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University May 2018 Dedication I would like to dedicate this dissertation to the late Dr. Kazim Bacchus, who provided an excellent example of a scholar practitioner who dedicated his life to social change and always supported and encouraged my pursuit of a higher education. As well, to my uncle Faizal Bacchus, your love and support has meant the world to me and I miss you dearly! I am very sad you are not here to share in this accomplishment with me. I would also like to dedicate this to my mother, Diane Bacchus, who, for as long as I can remember, has always supported and encouraged my pursuit of a higher education. And finally, to my soon to be husband, for supporting me through this journey, and not letting me quit, even when it was all I wanted to do! I could not have done this without all of your love and support. Acknowledgments I would like to acknowledge my Chair, Dr. Frederica Hendricks – Noble and my committee member, Dr. Trevor Nagle. Thank you for your support, guidance, and unconditional positive regard throughout this process. You have known when to push, and when to give me space. I could not have done this without you both. Thank you to my brother Tony and sister-in law Jo for being there for me, and offering the voice of reason when the whole process seemed overwhelming. Jo, I definitely expect that you will call me Doctor, at least just once. Jade and Alexina, may you look at this as a testament to the fact that you can accomplish anything you set your mind to. Sean, I miss you and would love to share this accomplishment with you. I want to take this opportunity to acknowledge Dr. Peter MacMillan, from the University of Northern British Columbia. Since I started my studies at University of Northern British Columbia, many years ago, Peter has been a friend and a mentor. Peter’s support has gone beyond what a student would expect or anticipate. Thank you for the numerous hours you spent teaching, tutoring and guiding me through statistics. You certainly invoked an interest in, and deeper appreciation of statistics, for me. Thank you Kelly Angelius for your inspirational leadership and allowing me to join this amazing team with Kate, Angelique and the provincial training team! Thank you to my participants for sharing their knowledge and lived experiences with me. Finally, I need to acknowledge and thank my close friends and extended family. There are too many of you to list, but you certainly know who you are. You have been there through the entire process, cheering me on and encouraging me. I love you all! |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6582&context=dissertations |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
