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Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes.城市学校中针对外化障碍的团体认知行为治疗：培训策略对治疗一致性和儿童结果的影响。
Behav Ther. 2018 Jul;49(4):538-550. doi: 10.1016/j.beth.2018.01.001. Epub 2018 Jan 6.
2
Clearing Hurdles: The Challenges of Implementation of Mental Health Evidence-Based Practices in Under-resourced Schools.跨越障碍：资源匮乏学校实施心理健康循证实践面临的挑战
Adv Sch Ment Health Promot. 2015;8(3):124-145. doi: 10.1080/1754730X.2015.1037848.
3
Supporting universal prevention programs: a two-phased coaching model.支持普及预防计划：两阶段辅导模式。
Clin Child Fam Psychol Rev. 2013 Jun;16(2):213-28. doi: 10.1007/s10567-013-0134-2.
4
Effects of school-wide positive behavioral interventions and supports on child behavior problems.学校层面积极行为干预和支持对儿童行为问题的影响。
Pediatrics. 2012 Nov;130(5):e1136-45. doi: 10.1542/peds.2012-0243. Epub 2012 Oct 15.
5
Role of referrals in mental health service disparities for racial and ethnic minority youth.转诊在解决少数族裔青年心理健康服务差距中的作用。
J Am Acad Child Adolesc Psychiatry. 2012 Jul;51(7):703-711.e2. doi: 10.1016/j.jaac.2012.05.005. Epub 2012 Jun 1.
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Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.心理健康实践中的教师咨询和辅导：城市小学的课堂和儿童效果。
J Consult Clin Psychol. 2012 Aug;80(4):597-610. doi: 10.1037/a0027725. Epub 2012 Mar 19.
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Training Therapists in Evidence-Based Practice: A Critical Review of Studies From a Systems-Contextual Perspective.对治疗师进行循证实践培训：基于系统情境视角对研究的批判性综述
Clin Psychol (New York). 2010 Mar;17(1):1-30. doi: 10.1111/j.1468-2850.2009.01187.x.
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Establishing evidence-based training in cognitive behavioral therapy: A review of current empirical findings and theoretical guidance.建立基于证据的认知行为疗法培训：对当前实证研究结果和理论指导的回顾。
Clin Psychol Rev. 2010 Jul;30(5):496-516. doi: 10.1016/j.cpr.2010.03.004. Epub 2010 Mar 27.
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The role of therapist training in the implementation of psychosocial treatments: a review and critique with recommendations.治疗师培训在心理社会治疗实施中的作用：综述与批评及建议。
Clin Psychol Rev. 2010 Jun;30(4):448-66. doi: 10.1016/j.cpr.2010.02.005. Epub 2010 Mar 1.
10
Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation.实施至关重要：关于实施对项目成果的影响以及影响实施的因素的研究综述。
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资源匮乏城市学校中积极行为干预与支持体系（PBIS）项目加心理健康支持的保真度、可接受性和有效性的初步研究

Pilot Study for the Fidelity, Acceptability and Effectiveness of a PBIS Program plus Mental Health Supports in Under-resourced Urban Schools.

作者信息

Eiraldi Ricardo, McCurdy Barry, Schwartz Billie, Wolk Courtney Benjamin, Abraham Manju, Jawad Abbas F, Nastasi Bonnie K, Mautone Jennifer A

机构信息

University of Pennsylvania Perelman School of Medicine.

Devereux Center for Effective Schools.

出版信息

Psychol Sch. 2019 Sep;56(8):1230-1245. doi: 10.1002/pits.22272. Epub 2019 Jun 24.

DOI:10.1002/pits.22272
PMID:33981121
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8112231/
Abstract

This paper describes implementation (fidelity, perceived acceptability) and tier 1 and tier 2 outcomes of a school-wide positive behavior interventions and supports approach (PBIS) including mental health supports at tier 2 in two K-8 urban schools. Interventions for tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression and anxiety. tier 1 and tier 2 interventions were implemented with fidelity but program feasibility for tier 2 was in question because school personnel needed a great deal of external support in order to implement the interventions. tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at post-treatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low-income urban schools are discussed.

摘要

本文描述了两所K-8城市学校全校范围的积极行为干预与支持方法（PBIS）的实施情况（保真度、感知可接受性）以及一级和二级成果，其中二级包括心理健康支持。二级干预包括三种针对外化行为问题、抑郁和焦虑的标准化团体认知行为疗法（GCBT）方案。一级和二级干预均按照保真度实施，但二级方案的可行性存在问题，因为学校工作人员需要大量外部支持才能实施干预。一级干预与校内纪律转介的减少有关。参与GCBT的学生在治疗后心理健康诊断严重程度显著降低。文中讨论了感知到的和实际的实施障碍以及解决这些障碍的方法。还讨论了对低收入城市学校实践的启示。