The Participatory Intervention Model: A framework for conceptualizing and promoting intervention acceptability.

Abstract

We propose a participatory approach for conceptualizing and implementing research-based interventions that has as its primary aim the development of acceptable and sustainable change efforts. The Participatory Intervention Model (PIM), rooted in participatory action research, provides a mechanism for integrating theory, research, and practice and for promoting involvement of stakeholders in intervention efforts. We present evidence of PIM's capacity for promoting intervention acceptability, drawing on our research experiences in international sexual-risk prevention work. We conclude with a discussion of PIM's potential for bridging the gap between research and practice, addressing cultural diversity, fostering partnerships, promoting disciplined reflective practice, and integrating the multiple roles of the school psychologist. In recent years, researchers and practitioners in the field of school psychology have recognized the need for a broad conception of intervention development and evaluation that addresses intervention acceptability and integrity, in addition to efficacy (Elliott, Witt, & Kratochwill, 1991; Hiralall & Martens, 1998; Nastasi, 1998; Nastasi, Varjas, Bernstein, & Pluymert, 1998a, 1998b; Schill, Kratochwill, & Elliott, 1998). In particular, designing interventions that consumers (e.g., teachers, parents, students) find acceptable is recognized as critical to the effective implementation and the subsequent effectiveness of interventions. Within traditional approaches to school-based consultation and intervention design, school