Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation.
Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation.
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学校循证心理健康计划：成功实施的障碍和促进因素。
DOI：
10.1007/s12310-010-9038-1
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发表时间：
2010
影响因子：
2.6
通讯作者：
Jaycox,LisaH
中科院分区：
文献类型：
--
作者：
Langley,AudraK;Nadeem,Erum;Kataoka,SherylH;Stein,BradleyD;Jaycox,LisaH
虽然学校可以改善儿童获得心理健康服务的机会，但并非所有以学校为基础的提供者都能够成功地提供循证实践。事实上，即使学校临床医生接受循证实践（EBP）培训，培训也不一定会导致这些实践的实施。本研究探讨了影响学校创伤认知行为干预（CBITS）实施的因素。在接受CBITS培训后6-18个月，对来自美国各地的35名站点管理员和临床医生进行了半结构化电话访谈，以讨论实施经验。与会者的实施经验各不相同，但都报告了类似的实施障碍。成功克服这些障碍的站点与不成功的站点不同，它们具有更大的组织结构来提供学校服务，其他临床医生实施CBITS的社交网络以及实施的行政支持。这项研究表明，EBP的实施可以促进有必要的支持，从学校领导和同行。
Although schools can improve children’s access to mental health services, not all school-based providers are able to successfully deliver evidence-based practices. Indeed, even when school clinicians are trained in evidence-based practices (EBP), the training does not necessarily result in the implementation of those practices. This study explores factors that influence implementation of a particular EBP, Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Semi-structured telephone interviews with 35 site administrators and clinicians from across the United States were conducted 6–18 months after receiving CBITS training to discuss implementation experiences. The implementation experiences of participants differed, but all reported similar barriers to implementation. Sites that successfully overcame such barriers differed from their unsuccessful counterparts by having greater organizational structure for delivering school services, a social network of other clinicians implementing CBITS, and administrative support for implementation. This study suggests that EBP implementation can be facilitated by having the necessary support from school leadership and peers.