Understanding school change to facilitate prevention: A study of change in a secondary school

L. Peirson, I. Prilleltensky

Research output: Contribution to journalReview articlepeer-review

12 Scopus citations

Abstract

The main purpose of this paper is to describe the benefits of employing grounded theory in facilitating primary prevention in schools. In order to do this, we review the main tenets of grounded theory, illustrate how its methodology works, and offer a research example of its application to the study of school change. The research example describes an investigation of the dynamics of change within a high school as perceived by members of the school's community. The information gathered from interview/focus group participants was combined with the work of a school-based committee and the relevant literature to generate a grounded theory of successful school change. The theory integrates a number of factors under three superordinate categories of school change: (a) community ownership, (b) attention to human factors, and (c) proper implementation.

Original languageEnglish (US)
Pages (from-to)127-143
Number of pages17
JournalCanadian Journal of Community Mental Health
Volume13
Issue number2
DOIs
StatePublished - Jan 1 1994
Externally publishedYes

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health

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