Eiraldi Ricardo, Comly Rachel, Goldstein Jessica, Khanna Muniya S, McCurdy Barry L, Rutherford Laura E, Henson Kathryn, Bevenour Patrick, Francisco Jennifer, Jawad Abbas F
Roberts Center for Pediatric Research, Children's Hospital of Philadelphia, Philadelphia, PA 19146-2305 USA.
Department of Pediatrics, University of Pennsylvania Perelman School of Medicine, Philadelphia, PA 19104 USA.
School Ment Health. 2023 Apr 3:1-18. doi: 10.1007/s12310-023-09582-1.
Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.
与城市和郊区的儿童相比，农村地区的儿童获得心理健康服务的可能性更小，获得循证护理的可能性更小。农村学校可以通过在诸如积极行为干预与支持等分层支持系统中采用循证实践来满足心理健康干预的需求。然而，很少有学校专业人员，无论是否接受过心理健康培训，接受过循证实践方面的培训。农村学校需要专注于培训的实施策略，以使学校工作人员做好以保真度实施干预措施的准备。对于适用于农村学校环境的可行培训策略知之甚少。以用户为中心的设计是为农村学校专业人员制定培训策略的合适框架，因为其采用参与式方法并开发适合其使用环境的产品。该研究的目的是基于以用户为中心的设计开发并评估一个在线培训平台的组成部分和实施策略。该研究使用了来自宾夕法尼亚州农村地区同等数量学校的25名参与者的定量和定性数据。采用补充描述性统计和主题分析的混合方法设计表明，学校专业人员认为培训平台和实施策略非常可接受、合适、可行且可用。由此产生的培训平台和实施策略将填补农村学校培训文献的空白。
