Table 3.
Leaders' self-reports—implementation in schools and social services units after 3 months.
| Schools N = 34 | Social services sector N = 12 | |||||||
|---|---|---|---|---|---|---|---|---|
| Self-report outcomes | Descriptions of leaders' grading of outcomes | Scale anchors | Scale range | M (SD) | M (SD) | U | p | Z |
| Structural aspects | ||||||||
| Adaptation | The overall extent to which the leaders adapted the intervention to their group | 1 = not at all, 3 = completely |
1–3 | 1.85 (0.44) | 2.08 (0.29) | 160.00 | 0.10 | −1.67 |
| Fidelity to guidelines | The overall extent to which the leaders followed the sequence and structure of the intervention as outlined in the guidelines | 1 = not at all, 5 = completely |
1–5 | 4.09 (0.67) | 3.55 (0.52) | 108.00 | 0.02 | −2.34 |
| Adaptation of intervention | The leaders were asked about the extent to which they had made changes to the intervention | 1 = never, 5 = always) | 1–5 | 2.15 (0.86) | 2.92 (0.29) | 96.00 | <0.01 | −2.94 |
| Dosage—total lessons | The leaders noted the total number of lessons/activities that had been delivered as part of the intervention | Total amount of lessons | 6.85 (2.45) | 8.42 (1.73) | 120.00 | 0.04 | −2.04 | |
| Dosage—lessons interval | The leaders noted how often the intervention was implemented | 1 = daily, 4 = monthly. | 1–4 | 2.93 (0.25) | 3.00 (0.00) | 168.00 | 0.37 | −0.91 |
| Reverse scores | ||||||||
| Dosage—time per lesson | The leaders noted the duration of a typical lesson/activity in minutes | Minutes | 46.03 (10.57) | 90.00 (0.00) | 0.00 | <0.01 | −5.19 | |
| Responsiveness | ||||||||
| Children's responsiveness—enthusiasm | How enthusiastic the children had been throughout RESCUR | 1 = not at all, 5 = completely |
1–5 | 3.74 (0.57) | 3.42 (0.51) | 146.00 | 0.10 | −1.67 |
| Children's responsiveness—engagement | How engaged the children had been throughout RESCUR | 1 = not at all, 5 = completely |
1–5 | 3.79 (0.52) | 3.42 (0.51) | 133.00 | 0.04 | −2.03 |
| Leaders' responsiveness —interest |
How interesting did the leaders find RESCUR | 1 = not at all, 5 = completely |
1–5 | 4.13 (0.62) | 3.92 (0.51) | 168.50 | 0.30 | −1.03 |
| Leaders' responsiveness—enthusiasm |
How enthusiastic had the leaders been throughout RESCUR | 1 = not at all, 5 = completely |
1–5 | 3.88 (0.55) | 3.83 (0.39) | 197.00 | 0.83 | −0.22 |
| Teaching | ||||||||
| Teaching RESCUR concepts—overall goal | To what extent did the leaders feel they had knowledge of the goal of the RESCUR program | 1 = not at all, 5 = completely |
1–5 | 4.13 (0.62) | 4.08 (0.67) | 197.50 | 0.85 | −0.18 |
| Teaching RESCUR concepts—preparedness | How well-prepared did the leaders feel when delivering RESCUR | 1 = not at all, 5 = completely |
1–5 | 3.90 (0.70) | 3.88 (0.53) | 202.00 | 0.96 | −0.05 |
| Teaching RESCUR concepts—purpose | To what extent did the leaders feel they had the ability to explain the purpose of the lessons | 1 = not at all, 5 = completely |
1–5 | 3.96 (0.71) | 3.54 (0.78) | 145.50 | 0.12 | −1.56 |
| Teaching RESCUR concepts—responsiveness | To what extent did the leaders feel they had the ability to respond to the needs of the children during lessons/activities | 1 = not at all, 5 = completely |
1–5 | 3.74 (0.61) | 3.58 (0.51) | 175.50 | 0.41 | −0.82 |