Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda.
Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda.
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DOI：
10.1007/s12310-013-9115-3
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发表时间：
2014-05-01
影响因子：
2.6
通讯作者：
Wagner M
中科院分区：
文献类型：
--
作者：
Owens JS;Lyon AR;Brandt NE;Warner CM;Nadeem E;Spiel C;Wagner M
在本文中，我们提出了一个实施科学研究议程，因为它适用于学校心理健康（SMH）。首先，我们提供了一个重要的背景下的问题时，要考虑解决有关在学校实施心理健康干预措施的研究问题的概述。接下来，我们严格审查三个核心实施组件：（一）专业发展和教练的学校专业人员有关循证实践（EBP）;（B）的完整性EBP在学校实施;（c）EBP在典型的学校条件下的可持续性。我们阐述了这些领域中下一代研究的核心问题以及解决这些问题的方法。我们这样做的目的是为制定蓝图做出贡献，以指导社区研究伙伴关系以及资助机构努力推进SMH的实施科学。
In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.