Baker Elizabeth A, Brewer Stephanie K, Owens Julie Sarno, Cook Clayton R, Lyon Aaron R
Department of Psychology, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4 Canada.
Department of Psychiatry and Behavioral Sciences, School of Medicine, University of Washington, 6200 NE 74th St, Suite 100, Seattle, WA 98115 USA.
School Ment Health. 2021;13(4):791-807. doi: 10.1007/s12310-021-09446-6. Epub 2021 Apr 18.
There has been an increase in school mental health research aimed at producing generalizable knowledge to address longstanding science-to-practice gaps to increase children's access to evidence-based mental health services. Successful dissemination and implementation are both important pieces to address science-to-practice gaps, but there is conceptual and semantic imprecision that creates confusion regarding where dissemination ends and implementation begins, as well as an imbalanced focus in research on implementation relative to dissemination. In this paper, we provide an enhanced operational definition of dissemination; offer a conceptual model that outlines elements of effective dissemination that can produce changes in awareness, knowledge, perceptions, and motivation across different stakeholder groups; and delineate guiding principles that can inform dissemination science and practice. The overarching goal of this paper is to stimulate future research that aims to advance dissemination science and practice in school mental health.
针对弥合长期存在的科学与实践差距以增加儿童获得循证心理健康服务的机会，旨在产生可推广知识的学校心理健康研究有所增加。成功的传播和实施都是弥合科学与实践差距的重要环节，但在概念和语义上存在不精确之处，这导致了关于传播何时结束、实施何时开始的困惑，以及在研究中对实施的关注相对于传播而言不均衡。在本文中，我们提供了一个更完善的传播操作定义；提出了一个概念模型，概述了有效传播的要素，这些要素可在不同利益相关者群体中引起意识、知识、认知和动机方面的变化；并阐述了可为传播科学与实践提供指导的原则。本文的总体目标是激发未来的研究，旨在推动学校心理健康领域的传播科学与实践。
