TY - JOUR
T1 - Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health
AU - Weist, Mark
AU - Lever, Nancy
AU - Stephan, Sharon
AU - Youngstrom, Eric
AU - Moore, Elizabeth
AU - Harrison, Bryan
AU - Anthony, Laura
AU - Rogers, Kenneth
AU - Hoagwood, Kimberly
AU - Ghunney, Aya
AU - Lewis, Krystal
AU - Stiegler, Kerri
N1 - Funding Information:
Funded by the National Institute of Mental Health, US Department of Health and Human Services, #1R01MH71015-01A1; 2003-2007. Additional support for this project was provided by cooperative agreement U45 MC 00174-10-0 from the Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration.
Publisher Copyright:
© 2009, Springer Science + Business Media, LLC.
PY - 2009/12/1
Y1 - 2009/12/1
N2 - 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.
AB - 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.
KW - Adolescents
KW - Children
KW - Evidence-based practice
KW - Implementation support
KW - Quality
KW - School mental health
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UR - http://www.scopus.com/inward/citedby.url?scp=85016259612&partnerID=8YFLogxK
U2 - 10.1007/s12310-009-9018-5
DO - 10.1007/s12310-009-9018-5
M3 - Article
AN - SCOPUS:85016259612
SN - 1866-2625
VL - 1
SP - 196
EP - 211
JO - School Mental Health
JF - School Mental Health
IS - 4
ER -