Langley Audra K, Nadeem Erum, Kataoka Sheryl H, Stein Bradley D, Jaycox Lisa H
School Ment Health. 2010 Sep;2(3):105-113. doi: 10.1007/s12310-010-9038-1. Epub 2010 May 11.
Although schools can improve children's access to mental health services, not all school-based providers are able to successfully deliver evidence-based practices. Indeed, even when school clinicians are trained in evidence-based practices (EBP), the training does not necessarily result in the implementation of those practices. This study explores factors that influence implementation of a particular EBP, Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Semi-structured telephone interviews with 35 site administrators and clinicians from across the United States were conducted 6-18 months after receiving CBITS training to discuss implementation experiences. The implementation experiences of participants differed, but all reported similar barriers to implementation. Sites that successfully overcame such barriers differed from their unsuccessful counterparts by having greater organizational structure for delivering school services, a social network of other clinicians implementing CBITS, and administrative support for implementation. This study suggests that EBP implementation can be facilitated by having the necessary support from school leadership and peers.
尽管学校可以改善儿童获得心理健康服务的机会，但并非所有校内服务提供者都能成功提供循证实践。事实上，即使学校临床医生接受了循证实践（EBP）培训，培训也不一定会导致这些实践的实施。本研究探讨了影响一种特定循证实践——学校创伤认知行为干预（CBITS）实施的因素。在接受CBITS培训6至18个月后，对来自美国各地的35位现场管理人员和临床医生进行了半结构化电话访谈，以讨论实施经验。参与者的实施经验各不相同，但都报告了类似的实施障碍。成功克服这些障碍的机构与未成功的机构不同，它们在提供学校服务方面有更完善的组织结构、实施CBITS的其他临床医生组成的社交网络以及对实施的行政支持。本研究表明，学校领导和同行的必要支持可以促进循证实践的实施。
