Goodman A C, Bryant K N, Schiavone E M, Ouellette R R, Gutierrez A S, Millan R, Frazier S L
Department of Psychology, Florida International University, 11200 SW 8th St., DM 256, Miami, FL, 33199, USA.
City Year Miami, Coral Gables, FL, USA.
Adm Policy Ment Health. 2025 May 23. doi: 10.1007/s10488-025-01449-8.
One school psychologist is recommended for every 500 students; in practice there is ~one school psychologist for every 1,500-2,000 students. Care extenders can help decrease the number of students needing one-on-one support by implementing universal mental health prevention and promotion practices. Their impact and success relies on empirically informed models for workforce support. The present study extends partnership with City Year Miami, an education non-profit that supports students in low-performing public schools to stay on-track and on-time to graduation. We delivered four weekly 1-hour sessions of Cognitive Triangle training (i.e., brief training applying the Triangle to promote staff and youth emotional well-being) to their AmeriCorps Members (ACMs, n = 19) and collected three sources of data: (1) pre-training quantitative survey data (n = 14 to inform qualitative inquiry), (2) training-generated data (e.g., attendance, text nudge replies), and (3) post-training semi-structured interviews with ACMs (n = 13, ~60 min). We used theoretical thematic analysis to explore, "What will it take to infuse mental health knowledge into routine practice?" informed by the Consolidated Framework for Implementation Research emphasis on provider characteristics and perceptions of mental health knowledge. Results illustrate the interplay between innovation and individual characteristics for infusing knowledge into student support routines. Discussion points to findings advancing the science of transportability and workforce support.
建议每500名学生配备一名学校心理学家；而实际上，大约每1500至2000名学生才有一名学校心理学家。护理扩展人员可以通过实施普遍的心理健康预防和促进措施，帮助减少需要一对一支持的学生数量。他们的影响和成功依赖于基于实证的劳动力支持模式。本研究扩展了与迈阿密城市年的合作关系，迈阿密城市年是一家教育非营利组织，致力于帮助低绩效公立学校的学生跟上学习进度并按时毕业。我们为其美国服务队成员（ACMs，n = 19）提供了为期四周、每周1小时的认知三角训练课程（即应用该三角模型促进员工和青少年情绪健康的简短训练），并收集了三种数据来源：（1）训练前的定量调查数据（n = 14，用于定性探究），（2）训练生成的数据（如出勤率、短信提醒回复），以及（3）训练后对ACMs进行的半结构化访谈（n = 13，约60分钟）。我们运用理论主题分析来探索“将心理健康知识融入日常实践需要什么？”，这一探索以实施研究综合框架中对提供者特征和心理健康知识认知的强调为依据。结果说明了在将知识融入学生支持常规工作中创新与个体特征之间的相互作用。讨论指出了推进可移植性科学和劳动力支持的研究发现。
