Factors Associated with Community-Partnered School Behavioral Health Clinicians' Adoption and Implementation of Evidence-Based Practices

被引：12
作者：
Connors, Elizabeth H. [1 ]
Schiffman, Jason [2 ]
Stein, Kathleen [3 ]
LeDoux, Sarah [4 ]
Landsverk, John [5 ,6 ]
Hoover, Sharon [1 ]
机构：
[1] Univ Maryland, Natl Ctr Sch Mental Hlth, Div Child & Adolescent Psychiat, Sch Med, 737 W Lombard St,426, Baltimore, MD 21201 USA
[2] Univ Maryland Baltimore Cty, Dept Psychol, Baltimore, MD 21228 USA
[3] Booker High Sch, Sarasota, FL USA
[4] MPB Grp Inc, Columbia, MD USA
[5] Washington Univ, Brown Sch Social Work, St Louis, MO USA
[6] Oregon Social Learning Ctr, 207 E 5Th Ave Suite 202, Eugene, OR 97401 USA
来源：
ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH | 2019年 / 46卷 / 01期
关键词：
Evidence-based practices; School behavioral health services; Implementation context; MENTAL-HEALTH; SERVICES; KNOWLEDGE; ATTITUDES; PSYCHOTHERAPY; THERAPISTS; LEADERSHIP; CONTEXT; DESIGNS; TRIAL;
D O I：
10.1007/s10488-018-0897-3
中图分类号：
R19 [保健组织与事业（卫生事业管理）];
学科分类号：
摘要：
Community-partnered school behavioral health (CP-SBH) is a model whereby schools partner with local community agencies to deliver services. This mixed-methods study examined 80 CP-SBH clinicians' adoption and implementation of evidence-based practice (EBP) approaches following mandated training. Forty-four clinicians were randomly assigned to one of two training conditions for a modular common elements approach to EBPs; 36 clinicians were preselected for training in a non-modular EBP. EBP knowledge improved for all training conditions at 8-month follow-up and practice element familiarity improved for modular approach training conditions, but the modular condition including ongoing consultation did not yield better results. Qualitative interviews (N=17) highlighted multi-level influences of the CP-SBH service systemand individual cliniciancharacteristics on adoption and implementation.
引用
收藏
页码：91 / 104
页数：14
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