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Program Selection Matrix
 This is a guide to using the Program Selection Matrix. The Matrix has been provided as an accompanying tool to the MindMatters Plus Programs and Resources Index, to guide people through program selection. The Matrix has been designed so that it can be downloaded and printed off for easy use and reference.
The Matrix allows the user to become familiar with the strengths and weaknesses of various programs/resources. As a number of rows are included on the Matrix, it also provides a way to compare a number of programs, in order to select the most appropriate one.
IMPORTANT NOTE: It is assumed that there has been a thorough process to identify the needs of the school and students, before program selection has commenced. This is the first critical step, before any program selection can begin.
Click here to download the program selection tool as a Microsoft Word document.
Click here to download the program selection tool as an Adobe PDF document.
Guide to use.
Each section of the matrix is explained below.
1. Name
Name of the program or resource
2. Target
Who is the target audience of the program or resource? This includes, what age group/year, type of issue (e.g. anxious students, parents).
3. Availability
Where is the program available?
4a. Costs: Material costs per 25 students
What is the cost of running the program for 25 students? Consider whether photocopy masters are provided.
4b. Costs: Training costs per person
What is the cost of training each person? If training is not required please write N/A
4c. Costs: Additional costs
Any other costs not already accounted for (e.g. travel costs, accommodation, extra materials, additional staff).
5a. Information - Length of program
How long does it take to conduct the program? In addition to the completion time provided in the manual, consider any real life possible factors/interruptions that may cause the program to take longer to complete for each group.
5b. Facilitators
Who is needed to facilitate the program or resource at the school? It may be that any staff can facilitate the program or staff with particular skills may be required (e.g. psychologist).
5c. Skills developed
What type of skills are purported to develop in participants as a result of the program? For example: resilience, coping, social skills, dealing with anger.
5d. Theory/Learning Strategy
What theory or learning strategy is the program based upon? For example:CBT, rational emotive therapy, behavioural activities, interactive activities. Consider whether the learning strategy would suit the range of student learning styles and learning opportunities available in the school. Also note whether they are applicable to your school environment.
6a. Evidence of Effectiveness - theoretical framework
Is there a theoretical basis for this program or resource? If not, it will obtain a zero score on this component. If yes, evaluate whether the theoretical basis of the program or resource is supported by evidence. Well established theoretical frameworks (e.g. CBT, Rational Emotive Therapy) would receive a high score.
6b. Evidence of Effectiveness - practice and controlled study
Is there evidence of effectiveness from either practice based research or a controlled study? If there is neither, the program/resource will be given a zero score on both. If yes, evaluate the research on the basis of what it indicates about the program (i.e. whether the evidence for the program to be effective was poor, adequate or excellent).
6c. Follow-up/longitudinal evidence
Is there follow-up or longitudinal evidence of the effectiveness of the program or resource? It is considered valuable if there is both short-term and long-term evidence for the effectiveness of the program/resource. If the program/resource has no follow-up evidence then it will score a zero. If follow-up research has been conducted, it needs to be scored in terms of what it indicated about the program or resource (i.e. that the program/resource had either poor, adequate or excellent effectiveness over the follow-up period). It is important to also note the length of the follow-up period, so that more informative comparison can be made.
6d. Evaluation Tools
Does the program or resource come with any tools to evaluate it? If no, it is rated a zero on this component. If yes, rate the usefulness of the tool.
6e. Screening Tools
Does the program or resource provide any screening tools to help identify students suitable for the program? This tool is not necessary but may be considered useful. If the program does not provide a screening tool is scores a zero. If the program does provide a screening tool, it needs to be evaluated in terms of how useful it appears to be. If the program does provide a screening tool, it should not stigmatise those students identified.
7a. Cultural Applicability
Is the program or resource appropriate for the cultural group that you wish to use it with? It is important to evaluate whether there are any features of the program or resource that is not likely to be understood or that may be potentially harmful for the group that you intend to be working with. Is there a need to change the language?
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