学校心理健康中的实施科学：发展研究议程中的关键构建要素
Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda.
作者信息
Owens Julie Sarno, Lyon Aaron R, Brandt Nicole Evangelista, Warner Carrie Masia, Nadeem Erum, Spiel Craig, Wagner Mary
机构信息
Department of Psychology, Ohio University, Athens, OH 45701, USA.
Department of Psychiatry & Behavioral Sciences, University of Washington, Seattle, WA 98102, USA.
出版信息
School Ment Health. 2014 May 1;6(2):99-111. doi: 10.1007/s12310-013-9115-3.
Abstract
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.
摘要
在本文中，我们提出了一项适用于学校心理健康（SMH）的实施科学研究议程。首先，我们概述了在解决与学校心理健康干预实施相关的研究问题时需要考虑的重要背景问题。接下来，我们批判性地审视三个核心实施组成部分：（a）针对学校专业人员开展的基于循证实践（EBP）的专业发展与辅导；（b）学校实施的循证实践的完整性；以及（c）在典型学校条件下循证实践的维持。我们阐明了这些领域中下一代研究的核心研究问题以及解决此类问题的方法。我们这样做的目的是为制定一份蓝图做出贡献，以指导社区与研究伙伴关系以及资助机构推进学校心理健康领域的实施科学。
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