Disseminating evidence-based practice to the schools: CBT for child anxiety

描述(由申请人提供)：美国心理协会(APA)和美国儿童与青少年精神病学学会(AACAP)支持的一项重要运动是为有心理健康需求的青年提供循证实践(EBP)。然而，研究表明，年轻人在社区中没有接受EBP。鉴于青少年大部分时间在学校，并且有合格的个人(例如，学校辅导员、学校心理学家)可以提供服务，学校环境可能是运送EBP的首选服务环境。这项拟议的研究是一项为期五年的[三阶段]项目，研究计算机辅助认知行为治疗(CACBT)治疗青少年焦虑的运输、实施和可持续性。CACBT是一种计算机辅助版本的认知行为治疗儿童焦虑，一种EBP。这项研究采用队列序贯设计，在五年的时间里跟踪调查了[20]所不同的学校，每所学校为期三年，总共有[80名治疗师]参与。每所学校将提供至少四名个人(例如，辅导员、社会工作者、学校心理学家和教师)来实施干预。[第一阶段涉及一个学期的数据收集，以确定1至4年级儿童焦虑症的患病率，并记录学校解决儿童焦虑症的通常方法(照常治疗：TAU)。第二阶段包括对学校人员进行为期一学期的培训，以执行CACBT。任何一至四年级的儿童，根据教师报告通过儿童行为评估系统第二版教师评定量表(BASC-2 TRS)进行评估，都将被邀请参加。第三阶段包括为期两年的数据收集，以(A)检查项目的可持续性(即，学校继续使用CACBT和BASC-2 TRS)和(B)评估组织社会背景变量作为CACBT和BASC-2 TRS可持续性的预测因子。该项目的结果将通过学校工作人员更多地使用CACBT，以及通过BASC-2 TRS更多地识别患有苦恼焦虑的青年来衡量。将评估系统变量(例如，文化、组织气氛)作为可持续性的预测因素。还将审查可能不同地影响EBP传输到学校环境的探索性变量(例如，治疗师培训、知识、坚持、技能)。]拟议研究的结果将向外地提供关于学校环境中EBP的传播、实施和可持续性的信息。

DESCRIPTION (provided by applicant): An important movement supported by the American Psychological Association (APA) and the American Academy of Child and Adolescent Psychiatry (AACAP) is the provision of evidence-based practice (EBP) to youth with mental health needs. However, research suggests that youth do not receive EBP in the community. The school setting may be a preferred service provision setting in which to transport EBP given that youth spend the majority of their time at school and qualified individuals (e.g., school counselors, school psychologists) are available to provide services. The proposed study is a [three-phase] five-year project examining the transportation, implementation, and sustainability of a computer-assisted cognitive-behavioral treatment (CACBT) for youth anxiety. CACBT is a computer-assisted version of cognitive-behavioral treatment for child anxiety, an EBP. The study uses a cohort-sequential design and follows [20] separate schools for three years each within a five-year period, with a total of [80 therapist] participants. Each school will provide at least four individuals (e.g., counselors, social workers, school psychologists, and teachers) who can implement the intervention. [Phase I involves one semester of data collection to determine the prevalence of anxiety disorders in 1st to 4th grade children and document the schools' usual approach for addressing anxiety disorders in children (Treatment-As-Usual: TAU). Phase II involves one semester of training school personnel in the implementation of CACBT. Any child in 1st to 4th grade with distressing anxiety, as assessed by teacher-report via the Behavioral Assessment System for Children, Second Edition, Teacher Rating Scale (BASC-2 TRS), will be invited to participate. Phase III involves two years of data collection to (a) examine the sustainability of the program (i.e., the school's continued use of CACBT and the BASC-2 TRS) and (b) evaluate organizational social context variables as predictors of sustainability of CACBT and the BASC-2 TRS. The outcome of the project will be measured in terms of school personnel's increased use of CACBT and increased identification of youth with distressing anxiety via the BASC-2 TRS. Systems variables (e.g., culture, organizational climate) will be assessed as predictors of sustainability. Exploratory variables (e.g., therapist training, knowledge, adherence, skill) that may differentially affect the transportation of EBP to school settings will also be examined.] The results of the proposed study will inform the field regarding the dissemination, implementation, and sustainability of EBP in the school setting.