Bringing Evidence-Based Interventions into the Schools: An Examination of Organizational Factors and Implementation Outcomes.
Bringing Evidence-Based Interventions into the Schools: An Examination of Organizational Factors and Implementation Outcomes.
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DOI：
10.1080/0145935x.2021.1894920
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发表时间：
2022
影响因子：
0.7
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中科院分区：
文献类型：
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虽然学校是向青少年提供行为健康服务的最大提供者之一，但在学校实施循证干预措施方面存在许多障碍。本研究使用实施完成阶段（SIC）来检查基于学校的计算机辅助认知行为治疗干预焦虑青少年的实施结果。对项目启动的组织因素和预测因素也进行了研究。结果表明，SIC发现了学校实施的可变性，并建议花更多的时间完成实施前的活动，可以更好地为学校积极实施项目交付做好准备。此外，熟练程度成为未来校本实施研究中一个潜在的重要组织因素。
Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.