Team Functioning in School Mental Health Teams Implementing CBT

学校心理健康团队的运作 实施 CBT

• 批准号: 8852484
• 负责人: Courtney Lynn Benjamin Wolk
• 金额: $ 5.87万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-05-01 至 2017-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8852484
• 关键词: Address; Area; Attention; Attitude; Behavior; Child; Climate; Cognitive Therapy; Collaborations; Communication; Communities; Consultations; Contracts; Disruptive Behavior Disorder; Evidence based practice; Failure; Funding; Goals; Healthcare; Inpatients; Lead; Leadership; Learning; Licensure; Literature; Medical; Medical Care Team; Mental Health; Mental Health Services; Mentorship; Methods; Modeling; Monitor; Outcome; Participant; Patients; Perception; Performance; Persons; Philadelphia; Readiness; Request for Applications; Research; Schools; Science; Scientist; Services; System; Testing; Therapeutic; Training; Work; Youth; base; behavioral health; design; evidence base; heuristics; implementation research; implementation science; improved; member; neglect; organizational climate; patient safety; public health relevance; skills; tool

PROJECT SUMMARY/ABSTRACT Children obtain more mental health services through schools than through any other public system or agency. In Philadelphia, similar to many other urban school districts, school-based mental health care often is provided by school therapeutic support (STS) teams. The Philadelphia STS model, a common school-based mental health model, shares features with community mental health team models. In an effort to improve STS services in Philadelphia, the Philadelphia Department of Behavioral Health has contracted with the Beck Initiative to provide lead clinicians with extensive training and consultation in the broad application of cognitive- behavioral therapy (CBT), including for disruptive behavior disorders. STS clinicians may struggle to implement CBT due in part to challenges obtaining support from other members of the STS team. Current training models focus on EBP training for clinicians and neglect the functioning of the teams they operate within. This overall lack of attention to the broader team system may be contributing to failure to use EBPs in schools, as training alone has been shown to be insufficient. Participants for the proposed study will be drawn from STS teams in the Philadelphia community mental health network. In collaboration with stakeholders, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS"), an evidence-based approach for improving team functioning in health care settings, will be adapted for use with school mental health teams. Second, the adapted TeamSTEPPS" will be pilot tested. Feasibility and acceptability of the adapted TeamSTEPPS" approach, as well as the impact of the approach on team skills and behavior, will be assessed. Teams of STS paraprofessionals and clinicians in two schools participating in an ongoing implementation of CBT in Philadelphia will receive the adapted TeamSTEPPS" approach, to be compared with two schools in which the lead clinicians receive CBT training as usual without TeamSTEPPS". Mixed methods will be used to examine contextual predictors of implementation, such as implementation climate, organizational readiness for change and attitudes toward teamwork in STS teams and their relationship to feasibility and acceptability. This project extends our understanding of strategies to improve EBP implementation among school-based mental health care teams and has broader implications for mental health treatment teams in other settings such as community mental health. The proposed research will coincide with advanced training opportunities and mentorship to develop expertise in implementation science.

项目摘要/摘要 儿童通过学校获得的心理健康服务比通过任何其他公共系统或 经纪公司。在费城，与许多其他城市学区类似，以学校为基础的心理健康护理通常是 由学校治疗支持(STS)团队提供。费城STS模式，一种常见的校本模式 心理健康模式，与社区心理健康团队模式有共同的特点。为了努力改善STS 在费城的服务，费城行为卫生局已经与贝克签订了合同 主动为首席临床医生提供广泛的认知-应用培训和咨询 行为疗法(CBT)，包括破坏性行为障碍。STS临床医生可能难以实施 CBT的部分原因是在获得STS团队其他成员的支持方面遇到了困难。当前的培训模式 专注于临床医生的EBP培训，而忽视了他们所在团队的运作。这个整体 缺乏对更广泛的团队系统的关注可能是导致学校未能使用EBP作为培训的原因之一 事实证明，仅靠这一点是不够的。拟议研究的参与者将从#年的STS团队中抽取 费城社区心理健康网络。与利益相关者合作，团队战略和 增强性能和患者安全的工具(TEAMSTEPPS“)，这是一种基于证据的方法 改善医疗保健环境中的团队功能，将被改编用于学校心理健康团队。 第二，将对改编的TEAMSTEPPS进行试点测试。改编的可行性和可接受性 TEAMSTEPPS“方法以及该方法对团队技能和行为的影响将是 评估过了。来自两所学校的STS辅助专业人员和临床医生团队参加了正在进行的 在费城实施CBT将收到调整后的TEAMSTEPPS方法，以进行比较 两所学校的首席临床医生照常接受CBT培训，而不使用TEAMSTEPPS。 将使用各种方法来审查执行情况的预测因素，如执行环境、 STS团队中组织对变化的准备和对团队合作的态度及其与 可行性和可接受性。这个项目扩展了我们对改善EBP的策略的理解 在以学校为基础的心理健康护理团队中实施，并对心理健康有更广泛的影响 其他环境中的治疗小组，如社区精神卫生。拟议的研究将与 高级培训机会和指导，以发展实施科学方面的专门知识。