Weist Mark D, Youngstrom Eric A, Stephan Sharon, Lever Nancy, Fowler Johnathan, Taylor Leslie, McDaniel Heather, Chappelle Lori, Paggeot Samantha, Hoagwood Kimberly
a Department of Psychology , University of South Carolina.
J Clin Child Adolesc Psychol. 2014;43(2):244-55. doi: 10.1080/15374416.2013.833097. Epub 2013 Sep 24.
This article reviews the progression of a research program designed to develop, implement, and study the implementation of "achievable" evidence-based practices (EBPs) in schools. We review challenges encountered and ideas to overcome them to enhance this avenue of research. The article presents two federally funded randomized controlled trials involving comparison of a four-component targeted intervention (Quality Assessment and Improvement, Family Engagement and Empowerment, Modular Evidence-Based Practice, Implementation Support) versus a comparison intervention focused on personal wellness. In both studies, primary aims focused on changes in clinician attitudes and behavior, including the delivery of high-quality EBPs and secondary aims focused on student-level impacts. A number of challenges, many not reported in the literature, are reviewed, and ideas for overcoming them are presented. Given the reality that the majority of youth mental health services are delivered in schools and the potential of school mental health services to provide a continuum of mental health care from promotion to intervention, it is critical that the field consider and address the logistical and methodological challenges associated with implementing and studying EBP implementation by clinicians.
本文回顾了一个研究项目的进展情况，该项目旨在开发、实施并研究在学校中推行“可实现的”循证实践（EBPs）。我们回顾了所遇到的挑战以及克服这些挑战以加强该研究途径的想法。本文介绍了两项由联邦政府资助的随机对照试验，这些试验比较了一种包含四个组成部分的针对性干预措施（质量评估与改进、家庭参与和赋权、模块化循证实践、实施支持）与一种侧重于个人健康的对照干预措施。在这两项研究中，主要目标集中在临床医生态度和行为的变化上，包括高质量循证实践的提供，次要目标则集中在学生层面的影响上。文中回顾了一些挑战，其中许多在文献中未被报道，并提出了克服这些挑战的想法。鉴于大多数青少年心理健康服务是在学校提供的这一现实情况，以及学校心理健康服务具有提供从促进到干预的连续心理健康护理的潜力，该领域必须考虑并应对与临床医生实施和研究循证实践实施相关的后勤和方法学挑战。
