5% (range: 80�C95%).Table 3Categorization of the descriptors selleck used by the program implementers to describe the program. For the metaphors that were used by the informants that could stand for the program, there were 72 raw objects involving 128 related attributes (Table 4). Results showed that 40 metaphors (55.6%) and 65 related attributes (50.8%) were classified as positive in nature, while 26 metaphors (36.1%) and 47 related attributes (36.7%) were regarded as neutral responses. Reliability tests showed that the average intrarater agreement percentage calculated on the positivity of the coding from these metaphors was 89% (range: 80�C100%), whereas the average interrater agreement percentage calculated on the positivity of the coding was 91% (range: 80�C100%).

Table 4Categorization of the metaphors used by instructors to describe the program.The perceived benefits of the program to the program participants are shown in Table 5. There were 518 meaningful responses decoded from the raw data that could be categorized into several levels, which are benefits at the societal level, familial level, interpersonal level, personal level, general benefits, and benefits to instructors. The findings showed that 404 responses (78%) were coded as positive responses and 64 responses (12.36%) were counted as neutral responses. In order to examine the reliability of coding, the research assistants recoded 20 randomly selected responses, with knowledge of the original codes given at the end of the scoring process. The average intrarater agreement percentage calculated from these responses was 91.

5% (range: 85�C97.5%). The raw benefit categories were coded again by another two research staff members who did not know the original codes given. The average interrater agreement percentage calculated from these responses was 89.5% (range: 85�C92.5%).Table 5Categorization of instructors’ responses on the perceived benefits of the Tier 1 Program.4. DiscussionAs Donnermeyer and Wurschmidt [27] pointed out, implementers’ ��level of enthusiasm Dacomitinib and support for a prevention curriculum influences their effectiveness because their attitudes are communicated both explicitly and subtly to students during the time it is taught and throughout the remainder of the school day�� (page 259-260). Therefore, understanding their views is very important. The purpose of this study was to evaluate the Tier 1 Program of the Project P.A.T.H.S. using findings based on focus groups involving program implementers in the experimental and full implementation phases (2005�C2009) of the project. There are several characteristics of this study.