Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health

被引：0

作者：

Weist M. ^{[1
]}

Lever N. ^{[1
]}

Stephan S. ^{[1
]}

Youngstrom E. ^{[2
]}

Moore E. ^{[1
]}

Harrison B. ^{[1
]}

Anthony L. ^{[1
]}

Rogers K. ^{[1
]}

Hoagwood K. ^{[3
]}

Ghunney A. ^{[1
]}

Lewis K. ^{[1
]}

Stiegler K. ^{[1
]}

机构：

[1] Division of Child and Adolescent Psychiatry, Center for School Mental Health, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, 21201, MD

[2] University of North Carolina, Chapel Hill, NC

[3] Columbia University, New York, NY

来源：

School Mental Health | 2009年 / 1卷 / 4期

关键词：

Adolescents; Children; Evidence-based practice; Implementation support; Quality; School mental health;

D O I：

10.1007/s12310-009-9018-5

中图分类号：

学科分类号：

摘要：

The purpose of this study was to test a three component framework for enhancing quality in school mental health (SMH), focusing on quality assessment and improvement (QAI), family engagement/empowerment, and modular evidence-based practice (EBP) implementation in three established SMH programs. The study involved a 2-year, multisite (Delaware, Maryland, Texas) formative evaluation with clinicians randomly assigned to participate in either the QAI (target) intervention or a Wellness Plus Information (WPI, comparison) intervention. As hypothesized, clinicians who participated in the QAI condition demonstrated significantly greater implementation of quality indicators and greater implementation of EBP as compared to clinicians in the WPI condition. However, contrary to original hypotheses, findings did not reveal differences between the conditions in knowledge or attitudes toward EBP, clinician self-efficacy, or student psychosocial outcomes. Implications for future research on quality improvement in SMH are discussed, with an emphasis on the need to examine the impact of increased implementation and resource support to SMH clinicians. © 2009, Springer Science + Business Media, LLC.

引用

页码：196 / 211

页数：15

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