The role of process evaluation in the training of facilitators for an adolescent health education program

This article reports on rite process evaluation of the the training of faci litators for the Adolescent Social Action Program, a health education progr am in Albuquerque, New Mexico that trained college students and adult volun teers to work with middle school students. From the process evaluation data collected throughout a four-year period (1995-1998), data relevant to trai ning are described: facilitator characteristics, facilitator training, curr iculum implementation, and use of the program's model designed to prornote critical thinking and dialogue. Results indicated that, though most facilit ators reported the training was sufficient to enable them to implement the curriculum, they did not completely do so, especially as groups reached the ir final sessions. Facilitators covered the core curriculum content, but of ten failed to follow through with the more abstract activities. The need to perform and, report the process evaluation in time to provide ample opport unity for trainers and curriculum designers to make appropriate adjustments is discussed.