ABSTRACT

Intervention research is replete with examples of finely crafted innovations showing initial efficacy in tightly controlled experimental contexts only to fail when they are implemented in typical use settings. While the reasons for such failures are broad, implementation science shows a targeted and judicious use of appropriate competency drivers, such as coaching to innovation providers, increases the likelihood that promising interventions can be used with effectiveness. This article discusses how an implementation coaching framework is used to implement a novel career and university readiness (CCR) program. The SELF CARE program utilizes university residential life community directors to implement a manualized social-emotional learning (SEL) and community and cultural wealth (CCW) curriculum with the purpose of enhancing the protective and thriving skills of growth mind-set, sense of belonging, self-management, self-advocacy, and community and cultural wealth (see Appendix A). SELF CARE targets underserved university students with the goal of supporting their thriving at a predominantly White institution (PWI).

摘要

干预研究充满了精心制作的创新实例，这些实例显示出在严格控制的实验环境中的初始功效，只有在典型的使用环境中实施时才失败。尽管造成此类失败的原因广泛，但实施科学表明，有针对性地，明智地使用适当的能力驱动因素（例如，指导创新提供者），增加了可以有效使用有希望的干预措施的可能性。本文讨论了如何使用实施指导框架来实施新的职业和大学准备（CCR）计划。SELF CARE计划利用大学住宅生活社区主管来实施手动的社会情感学习（SEL）以及社区和文化财富（CCW）课程，目的是增强发展思维，归属感，自我管理，自我倡导以及社区和文化财富（请参阅附录A）。“自我关怀”针对服务欠佳的大学生，以支持他们在以白人为主的机构（PWI）中的发展。