Table 3.

Deductive constructs with corresponding barriers and facilitators, theoretically derived from CFIR, and empirically derived constructs to inform theory developement

Theoretically derived results derived from the deductive analysis based on CFIR
Domains & Constructs of CFIR	Facilitators (F), Barriers (B)
Intervention Characteristics
Evidence Strength & Quality	F: Trust in positive intervention outcomes, Trust in research behind the intervention B: Skepticism towards intervention component
Adaptability	F: Tailoring to suit specific needs B: Lack of tailoring to suit specific needs, Not sufficient time to finish
Complexity	F: Understandable, easy, on the right level
Design Quality & Packaging	F: Right focus, Exciting, Relevant, Good information, Presentation of the material B: To comprehensive, Missing out due to lack of good packaging, Only printed format
Outer Setting
Needs & Resources of Those Served by the Organization	F: Health talks, Being kept updated, Source of inspiration, Pre-knowledge B: Not being susceptible, Having enough knowledge
Inner setting
Available Resources	F: Commitment/Involvement, Trust in the good-will of the school B: Lack of commitment/Involvement, Lack of effort
Characteristics of Individuals
Knowledge & Beliefs about the Innovation	F: Acquired knowledge, Reminders regarding healthy behaviour, Confirmation B: Falling back into old habits
Process
Executing	F: Whole family involved, Health information shared with others B: Limited possibility to engage, Missed out
Empirically derived results to inform theory development of CFIR
Empirically derived constructs
Social factors	F: Cultural adaptation and integration B: Bad economy, Does not suit parent’s everyday life, Societal transition, Lack of integration
Cooperation	F: Functioning relationship and cooperation, Functional and sufficient information-flow, Division of responsibility, Arouse of interest in school B: Lack of cooperation, Lack of communication, Communication through 6 year-old, Dysfunctional relationship