Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Research Spotlight

How Connecting Psychology and Implementation Science Supports Pursuing the Sustainable Development Goals

Published Online:June 14, 2019https://doi.org/10.1027/2151-2604/a000364

Abstract

Abstract. Developing and implementing specific programs and interventions that target the United Nations’ Sustainable Development Goals (SDGs) is a complex endeavor that benefits from an interdisciplinary perspective. In this article, we describe how psychology and implementation science provide knowledge on (1) developing interventions and adapting existing programs to different contexts, (2) systematically and sustainably implementing interventions at different system levels, and (3) evaluating and monitoring the effectiveness of interventions in producing desired changes. By presenting tangible research examples, we discuss how psychological theories can help define didactic principles for educational interventions, how implementation frameworks may be applied for interventions in health care, and what indicators may be useful for measuring the attainment of gender equality at different system levels. These examples illustrate that including both psychology and implementation science in the interdisciplinary discourse of how to approach the SDGs is essential for achieving sustainable positive change.

References

  • Bergsmann, E., Klug, J., Burger, C., Först, N., & Spiel, C. (2018). The Competence Screening Questionnaire for Higher Education: Adaptable to the needs of a study programme. Assessment & Evaluation in Higher Education, 43, 537–554. https://doi.org/10.1080/02602938.2017.1378617 First citation in articleCrossref, Google Scholar

  • Fixsen, D. L., Blase, K. A., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79, 213–230. https://doi.org/10.1177/001440291307900206 First citation in articleCrossref, Google Scholar

  • Fixsen, D. L., Hassmiller Lich, K., & Schultes, M. T. (2018). Shifting systems of care to support school-based services. In A. LeschiedD. SaklofskeG. FlettEds., Handbook of school-based mental health promotion: An evidence informed framework for implementation (pp. 51–63). Toronto, Canada: Springer. First citation in articleGoogle Scholar

  • Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature [FMHI Publication No. 231]. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network. First citation in articleGoogle Scholar

  • Fixsen, D. L., Schultes, M. T., & Blase, K. A. (2016). Bildung-Psychology and implementation science. European Journal of Developmental Psychology, 13, 666–680. https://doi.org/10.1080/17405629.2016.1204292 First citation in articleCrossref, Google Scholar

  • Gerrig, R. J. (2012). Psychology and life (20th ed.). London, UK: Pearson Education. First citation in articleGoogle Scholar

  • Ghate, D. (2018). Developing theories of change for social programmes: Co-producing evidence-supported quality improvement. Palgrave Communications, 4, 90. https://doi.org/10.1057/s41599-018-0139-z First citation in articleCrossref, Google Scholar

  • Kien, C., Schultes, M. T., Szelag, M., Schoberberger, R., & Gartlehner, G. (2018). German language questionnaires for assessing implementation constructs and outcomes of psychosocial and health-related interventions: A systematic review. Implementation Science, 13, 150. https://doi.org/10.1186/s13012-018-0837-3 First citation in articleCrossref, Google Scholar

  • Klug, J., Schultes, M. T., & Spiel, C. (2018). Assessment at school: Teachers’ diary-supported implementation of a training program. Teaching and Teacher Education, 76, 298–308. https://doi.org/10.1016/j.tate.2017.10.014 First citation in articleCrossref, Google Scholar

  • Kollmayer, M., Schober, B., & Spiel, C. (2018). Gender stereotypes in education: Development, consequences, and interventions. European Journal of Developmental Psychology, 15, 361–377. https://doi.org/10.1080/17405629.2016.1193483 First citation in articleCrossref, Google Scholar

  • Metz, A., & Albers, B. (2014). What does it take? How federal initiatives can support the implementation of evidence-based programs to improve outcomes for adolescents. Journal of Adolescent Health, 54, 92–96. https://doi.org/10.1016/j.jadohealth.2013.11.025 First citation in articleCrossref, Google Scholar

  • Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The Quality Implementation Framework: A synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50, 462–480. https://doi.org/10.1007/s10464-012-9522-x First citation in articleCrossref, Google Scholar

  • Moore, G. F., & Evans, R. E. (2017). What theory, for whom and in which context? Reflections on the application of theory in the development and evaluation of complex population health interventions. SSM-Population Health, 3, 132–135. https://doi.org/10.1016/j.ssmph.2016.12.005 First citation in articleCrossref, Google Scholar

  • Moulin, J., Sabater-Hernández, D., Fernandez-Llimos, F., & Benrimoj, S. (2015). A systematic review of implementation frameworks of innovations in healthcare and resulting generic implementation framework. Health Research Policy and Systems, 13, 16. https://doi.org/10.1186/s12961-015-0005-z First citation in articleCrossref, Google Scholar

  • Peterson, H., Haidar, J., Fixsen, D. L., Ramaswamy, R., Weiner, B. J., & Leatherman, S. (2018). Implementing innovations in global women’s, children’s, and adolescents’ health. Realizing the potential for implementation science. Obstetrics & Gynecology, 131, 423–430. https://doi.org/10.1097/AOG.0000000000002494 First citation in articleCrossref, Google Scholar

  • Roseland, D., Lawrenz, F., & Thao, M. (2015). The relationship between involvement in and use of evaluation in multi-site evaluations. Evaluation and Program Planning, 48, 75–82. https://doi.org/10.1016/j.evalprogplan.2014.10.003 First citation in articleCrossref, Google Scholar

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68 First citation in articleCrossref, Google Scholar

  • Schultes, M. T., Aijaz, M., Klug, J., & Fixsen, D. L. (2018, July). Competences for implementation science and implementation experts’ sources of expertise. Paper presented at the 1st Implementation Science Annual Research Conference, London, UK. First citation in articleGoogle Scholar

  • Schultes, M. T., Jöstl, G., Finsterwald, M., Schober, B., & Spiel, C. (2015). Measuring intervention fidelity from different perspectives with multiple methods: The “Reflect” program as an example. Studies in Educational Evaluation, 47, 102–112. https://doi.org/10.1016/j.stueduc.2015.10.001 First citation in articleCrossref, Google Scholar

  • Schultes, M. T., Kollmayer, M., Mejeh, M., & Spiel, C. (2018). Attitudes toward evaluation: An exploratory study of students’ and stakeholders’ social representations. Evaluation and Program Planning, 70, 44–50. https://doi.org/10.1016/j.evalprogplan.2018.06.002 First citation in articleCrossref, Google Scholar

  • Schultes, M. T., Stefanek, E., van de Schoot, R., Strohmeier, D., & Spiel, C. (2014). Measuring implementation of a school-based violence prevention program: Fidelity and teachers’ responsiveness as predictors of proximal outcomes. Zeitschrift fürPsychologie/Journal of Psychology, 222, 49–57. https://doi.org/10.1027/2151-2604/a000165 First citation in articleLink, Google Scholar

  • Spencer, L. M., Schooley, M. W., Anderson, L. A., Kochtitzky, C. S., DeGroff, A. S., Devlin, H. M., & Mercer, S. L. (2013). Seeking best practices: A conceptual framework for planning and improving evidence-based practices. Preventing Chronic Disease, 10, E207. https://doi.org/10.5888/pcd10.130186 First citation in articleCrossref, Google Scholar

  • Sundell, K., Beelmann, A., Hasson, H., & von Thiele Schwarz, U. (2015). Novel programs, international adoptions, or contextual adaptations? Meta-analytical results from German and Swedish intervention research. Journal of Clinical Child and Adolescent Psychology, 45, 784–796. https://doi.org/10.1080/15374416.2015.1020540 First citation in articleCrossref, Google Scholar

  • Tabak, R. G., Khoong, E. C., Chambers, D. A., & Brownson, R. C. (2012). Bridging research and practice: Models for dissemination and implementation research. American Journal of Preventive Medicine, 43, 337–350. https://doi.org/10.1016/j.amepre.2012.05.024 First citation in articleCrossref, Google Scholar

  • United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld/publication First citation in articleGoogle Scholar

  • United Nations Statistical Commission. (2017). Global indicator framework for the Sustainable Development Goals and targets of the 2030 Agenda for Sustainable Development. Retrieved from https://unstats.un.org/sdgs/indicators/indicators-list/ First citation in articleGoogle Scholar

  • Van Daele, T., Van Audenhove, C., Hermans, D., Van den Bergh, O., & Van den Broucke, S. (2012). Empowerment implementation: Enhancing fidelity and adaptation in a psychoeducational intervention. Health Promotion International, 29, 112–221. https://doi.org/10.1093/heapro/das070 First citation in articleGoogle Scholar

  • Wight, D., Wimbush, E., Jepson, R., & Doi, L. (2015). Six steps in quality intervention development (6SQuID). Journal of Epidemiology and Community Health, 70, 520–525. https://doi.org/10.1136/jech-2015-205952 First citation in articleCrossref, Google Scholar