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

页码：91 / 104

页数：14

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