Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools....

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Bibliographic Details
Published in:School mental health 2014-06, Vol.6 (2), p.99-111
Main Authors: Owens, Julie Sarno, Lyon, Aaron R., Brandt, Nicole Evangelista, Masia Warner, Carrie, Nadeem, Erum, Spiel, Craig, Wagner, Mary
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Child and School Psychology
Child Psychology
Clinical Psychology
Developmental Psychology
Education
Education policy
Educational Environment
Educational Policy
Health services
Intervention
Medical personnel
Mental health
Original Paper
Outcomes of Education
Professional development
Professionals
Psychology
Schools
Special education
Students
Working groups
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Summary:In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-013-9115-3