Eiraldi Ricardo, Wolk Courtney Benjamin, Locke Jill, Beidas Rinad
Department of Child and Adolescent Psychiatry and Behavioral Sciences, The Children's Hospital of Philadelphia, 3440 Market St, Philadelphia, PA 19104-3306, USA ; Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, 3401 Civic Center Blvd, Philadelphia, PA 19104-4319, USA.
Center for Mental Health Policy and Services Research, Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, 3535 Market Street, 3 Floor, Philadelphia, PA 19104, USA.
Adv Sch Ment Health Promot. 2015;8(3):124-145. doi: 10.1080/1754730X.2015.1037848.
Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers to implementation of evidence-based practices (EBPs) in under-resourced school districts, less has been written on how to overcome those barriers. Providing mental health services in the school setting presents a tremendous opportunity to increase access to quality mental health care for underserved youth. This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. The discussion is organized around an established conceptual framework adapted for the delivery of services in under-resourced schools that focuses on interdependent factors that exist at the individual-, team, school-, and macro-levels. This manuscript explores some recommendations and strategies for effectively addressing challenges related to implementation of EBPs. Research ideas are offered to bridge the research-to-practice gap that impacts many under-resourced public school districts.
学校已成为为有心理健康需求的儿童提供服务的主要机构。尽管有大量文献探讨了资源匮乏学区在实施循证实践（EBPs）方面存在的障碍，但关于如何克服这些障碍的著述较少。在学校环境中提供心理健康服务为增加弱势群体青少年获得优质心理健康护理的机会提供了巨大契机。本综述简要概述了资源匮乏的公立学校在成功实施和维持循证实践方面存在的障碍，并提出了克服这些障碍的建议。讨论围绕一个既定的概念框架展开，该框架适用于资源匮乏学校的服务提供，重点关注个体、团队、学校和宏观层面存在的相互依存因素。本文探讨了一些有效应对与循证实践实施相关挑战的建议和策略。还提出了一些研究思路，以弥合影响许多资源匮乏公立学区的研究与实践之间的差距。
