Development and Model-based evaluation of a Train-the-trainer Workshop for the Large Preventive Positive Psychology Happy Family Kitchen Project in Hong Kong

Abstract

Objectives: This paper presents the development and evaluation of the “train-the-trainer” workshop (TTT) for the first large scale, community-based, family intervention projects, entitled “Happy Family Kitchen Project” (HFK) under the FAMILY project, a Hong Kong Jockey Club Initiative for a Harmonious Society. The primary objective was changes in learners (trainees), including competence (perceived knowledge, self-efficacy and attitude) and performance (practice) in conducting the HFK family interventions six months after the training. The secondary objectives were sustainability of the changes in competence and performance in conducting family intervention at longer term (1-year and 2-year follow up), and the effectiveness of the trainees’ implemented family interventions. Design: Prospective study Materials and Methods: The workshop aimed to enhance social workers’ competence and performance in applying positive psychology constructs in their family interventions under HFK to improve family well-being of the community they served. The two-day TTT was developed and implemented by a multidisciplinary team in partnership with community agencies to 50 social workers (64% women). It focused on the enhancement of knowledge, attitude, and practice of five specific positive psychology themes, which were the basis for the subsequent development of the 23 family interventions for 2447 participants (1006 families) in HFK. Acceptability and applicability were enhanced by completing a needs assessment prior to the training. The TTT was evaluated by trainees’ reactions to the training content and design, changes in learners (trainees) and benefits to the service organizations. Focus group interviews to evaluate the workshop at three months after the training, and questionnaire survey at pre-training, immediately after training, six months, one year and two years after training were conducted. Results: There were statistically significant increases with large to moderate effect size in perceived knowledge, self-efficacy and practice after training, which sustained to 2-year follow-up. Furthermore, there were statistically significant improvements in family communication and family well-being of the participants in the HFK interventions they implemented after training. The trainees highly appreciated the workshop and its teaching and learning strategies, especially the experiential learning method and the practice manual. Conclusion: This paper offers a practical example of development, implementation and model-based evaluation of training programs. It also demonstrated a successful community-academic research partnership and development of a capacity-building workshop for social service workers. The TTT educational model ensured diffusion of innovation. It built confidence and cultivated the application of theory-based interventions of social service workers. Social service sector workers act as a link between academic researchers and communities. This workshop laid a good foundation for deeper collaboration between community- based social service organizations and academics in the future. This practical example may be helpful to others seeking to develop such programs in diverse communities.