UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London WC1N 1EH, UK.
Institute of Education, UCL's Faculty of Education and Society, University College London, 20 Bedford Way, London WC1H 0AL, UK.
Br Med Bull. 2023 Apr 5;145(1):120-131. doi: 10.1093/bmb/ldad001.
Many children fail to receive the mental health treatments they need, despite strong evidence demonstrating efficacy of brief and low-intensity psychological interventions. This review identifies the barriers and facilitators to their implementation.
PsycInfo, EMBASE and Medline were searched and a systematic approach to data extraction using Normalization Process Theory highlighted key mechanisms and contextual factors.
Ten interventions from 9 papers, including 371 young people, were included. Studies identified organizational demands, lack of implementation strategy and stigma as barriers to implementation, and clear training and plans for implementation as facilitators.
No standardized implementation outcomes were used across papers so meta-analysis was not possible.
Barriers and facilitators have been clearly identified across different settings.
Longitudinal studies can identify methods and processes for enhancing long-term implementation and considers ways to monitor and evaluate uptake into routine practice.
尽管有大量证据表明简短、低强度的心理干预措施具有疗效，但仍有许多儿童未能接受所需的心理健康治疗。本综述旨在确定这些治疗措施实施的障碍和促进因素。
通过 PsycInfo、EMBASE 和 Medline 进行检索，并采用规范化进程理论（Normalization Process Theory）对数据提取进行系统方法，突出了关键机制和背景因素。
共纳入了 9 篇论文中的 10 项干预措施，涉及 371 名年轻人。研究发现，组织需求、缺乏实施策略和污名化是实施的障碍，而明确的培训和实施计划则是促进因素。
由于各论文未使用标准化的实施结果，因此无法进行荟萃分析。
已在不同环境中明确识别出障碍和促进因素。
纵向研究可以确定增强长期实施的方法和流程，并考虑如何监测和评估常规实践中的应用情况。
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