Facilitators and barriers for implementing the Pals school‐wide positive behavior support model in a Swedish municipality

A focus group study

Datos Bibliográficos

ID21391841
AutoresKarin E C Berg (0009-0004-6139-6026, Region Västra Götaland, Psychology Service for Parents and Young Children Regionhälsan Gothenburg Sweden), Julie S Lundgren (0000-0002-3167-3190, Region Västra Götaland), Susanne Bernhardsson (0000-0001-8212-7678, Region Västra Götaland, Research, Education, Development and Innovation Primary Health Care Regionhälsan Gothenburg Sweden, autor de correspondencia)
Año2024
Volumen65
Número5
Páginas919-936
Fecha de publicación2024-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScandinavian Journal of Psychology (JOURNAL)
Identificadores de la revistaISSN: 0036-5564 • E-ISSN: 1467-9450
EditorialWiley (PUBLISHER • GB)
DOI10.1111/sjop.13045
PMID38831594
OpenAlexW4399326933
IdiomaEN
Citas recibidas3
Referencias citadas49

A research‐supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school‐wide positive behavior support (SW‐PBS), in Scandinavia adapted into “positive behavior, interactions and learning environment in school” (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators ( N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data‐driven) and deductive (theory‐driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship‐based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts

Context (archaeology) · Focus group · Intervention (counseling) · Medical education · Pedagogy · Positive Behavior Support · Process theory · Qualitative property · Qualitative research · Sociology · Behavioral and Psychological Studies · Community Health and Development · Health Policy Implementation Science · Medicine · Psychology