Implementation of co-regulation strategies was shaped by classroom context, facilitator experience and mindset, and varied in ease across strategies¶

Claim · All claims
Evidence · 1 study (3 entries) · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Classroom size, type, session length, and teacher buy-in influenced facilitators' use of the strategies. → Tingey 2023 q2 i? More experienced facilitators and those with an open mindset used the strategies more regularly. → Tingey 2023 (2) q2 i? Welcoming was reported the easiest strategy and breath to focus the most challenging. → Tingey 2023 (3)

Evidence¶

Tingey 2023¶

Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre

q2 · i? · design · r2

Executive summary and Section II.D lessons learned from implementation data across nine sites; facilitators identified "classroom size, classroom type, session length, and teacher buy-in" as influences on strategy use.

"Facilitators found that contextual factors such as classroom size, classroom type, session length, and teacher buy-in influenced their use of the co-regulation strategies."

Tingey 2023 (2)¶

Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre

q2 · i? · design · r2

Implementation study finding on facilitator characteristics; experience and mindset were associated with more regular strategy use in this observational implementation study.

"Facilitators with more experience in SRAE programs and facilitators with an open mindset used the strategies more regularly."

Tingey 2023 (3)¶

Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre

q2 · i? · design · r2

Section II.C facilitator reports; in contrast, "Most facilitators reported that breath to focus was the most challenging strategy to implement", with initial concerns about youth reactions and slow growth in facilitator comfort.

"Most facilitators reported that the welcoming strategy was the easiest and most comfortable of the three to use."

Discussion¶

Related Claims¶

• Using co-regulation strategies helped facilitators and youth build warm, trusting relationships — related
• Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Best leverage points for improving performance lie in teacher strategies for classroom context, mindsets, and learning strategies — related
• The evidence base for school mindfulness interventions is promising but too variable for definitive practice recommendations — related
• Implementation of school mindfulness programs is facilitated by collegial teaching, administrative and parental support, and children's enthusiasm, and hindered by lack of time and disengaged students — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related