Beliefs and Attitudes for Successful Implementation in Schools (BASIS)

在学校成功实施的信念和态度（BASIS）

• 批准号: 9332489
• 负责人: Clayton R Cook
• 金额: $ 19.28万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-15 至 2018-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9332489
• 关键词: Accounting; Address; Attention; Attitude; Behavior; Belief; Caring; Characteristics; Child; Climate; Clinical Trials; Conflict (Psychology); Data; Development; Education; Ensure; Evidence based practice; Exploratory/Developmental Grant; Funding; Goals; Health; Health Personnel; Individual; Intention; Intervention; Leadership; Life; Mediating; Mental Health; Mental Health Services; Methods; Organizational Change; Outcome; Outpatients; Perception; Personnel Turnover; Pilot Projects; Plague; Policies; Process; Professional counselor; Provider; Psychologist; Quality of life; Randomized; Randomized Controlled Trials; Research; Resources; Schools; Science; Services; Social Workers; Societies; Statutes and Laws; Students; Symptoms; Teacher Professional Development; Testing; Time; Training; Transportation; United States; Youth; attentional control; base; behavior change; cost; design; experience; improved; innovation; interest; primary outcome; social norm; social stigma; theories; trend; uptake

PROJECT SUMMARY Only about half of the youth in the United States who experience mental health problems receive indicated treatment, resulting in high societal cost. Evidence-based practices (EBP) for mental health conditions yield significant benefits to children when they are actually implemented with fidelity. Although 70 to 80% mental health services for youth are currently provided in schools, few students receive EBP. Barriers to EBP implementation in schools include both those at the organizational level (lack of funding, poor administrative support, high personnel turnover, inadequate training) as well as those at the individual level (perception of intervention acceptability and appropriateness, time demands, social norms, conflicting theoretical perspectives). Although significant attention has been devoted to categorizing implementation barriers and potential strategies, there have been few efforts to develop and test innovative interventions to enhance implementation. In schools, implementation initiatives often occur as top-down mandates without attention to the individual factors found to impact provider behavior, such as provider attitudes about, or intentions to implement EBP, following training. Failing to address these individual-level barriers is especially costly, as individual behavior change is ultimately required for successful EBP implementation, even when organizational factors (e.g., evidence-informed policy, supportive leadership, effective training) are in place. Consistent with the aims of the R21 mechanism, the goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to EBP implementation – Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – designed to improve school-based mental health providers' implementation of EBP. BASIS is intended to be a feasible and scalable first-line or adjunctive implementation enhancement intervention that is facilitative of other efforts (e.g., organizational interventions) that target high quality EBP implementation. Aims of this study are to: (1) Adapt an existing, theory-driven implementation intervention (BASIS), previously used with educators, to improve the EBP implementation behaviors of SBMH providers; and (2) Assess the viability of a later clinical trial by: (a) establishing the feasibility, acceptability, and appropriateness of the BASIS intervention among school-based mental health providers, and (b) pilot testing BASIS, as compared to an Attention Control, delivered as pre-implementation intervention prior to training in a specific, existing EBP. Key organizational factors (e.g., implementation climate) will also be evaluated and included as covariates and we will explore trends in the data to inform the design of a larger trial. Ultimately, BASIS offers an innovative and scalable approach to improving SBMH providers' uptake and use of EBP in order to increase the number of youth with mental health problems who receive high quality services.

项目总结

项目成果

User testing to drive the iterative development of a strategy to improve implementation of evidence-based practices in school mental health.

• DOI: 10.1080/23794925.2020.1784052
• 发表时间: 2020
• 期刊: Evidence-based practice in child and adolescent mental health
• 作者: Duong MT;Cook CR;Lee K;Davis CJ;Vázquez-Colón CA;Lyon AR
• 通讯作者: Lyon AR

The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.

混合的、基于理论的实施前策略对学校临床医生实施循证创伤干预的影响。

• DOI: 10.1186/s13012-019-0905-3
• 发表时间: 2019
• 期刊: Implementation science : IS
• 作者: Lyon,AaronR;Cook,ClaytonR;Duong,MylienT;Nicodimos,Semret;Pullmann,MichaelD;Brewer,StephanieK;Gaias,LarissaM;Cox,Shanon
• 通讯作者: Cox,Shanon