Sustainability of teacher implementation of school-based mental health programs
Sustainability of teacher implementation of school-based mental health programs
复制标题
教师实施校本心理健康计划的可持续性
DOI：
10.1007/s10802-005-7646-2
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发表时间：
2005-12-01
影响因子：
3.6
通讯作者：
Weiss, B
中科院分区：
文献类型：
--
作者：
Han, SS;Weiss, B
基于证据的预防和干预方案越来越多地在学校实施，因此，了解在现实世界条件下实施方案的复杂性变得越来越重要。许多研究都集中在影响计划实施的背景因素上，但很少有工作试图提供对机制的综合理解（例如，教师培训过程），影响教师项目的实施。在本文中，我们回顾了文献的教师实施校本预防和干预计划的相关因素，然后从这个审查抽象，我们认为是潜在的可持续的教师实施的课堂计划的特征的四个基本要素。最后，我们提出了一个顺序模型，基于这些成分，教师的计划实施的可持续性的自然过程，并描述了如何通过提供教师培训和课堂顾问的绩效反馈，可以提高这种可持续性。
Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.