Taking Evidence-Based Practices to School: Using Expert Opinion to Develop a Brief, Evidence-Informed School-Based Mental Health InterventionReportar como inadecuado




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Advances in School Mental Health Promotion, v7 n1 p42-61 2014

School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents initial studies to inform the development of a brief, evidence-based, flexible mental health intervention that fits the school context while maintaining clear structure. Results from two qualitative research studies--key informant interviews with school mental health experts and a nominal group decision-making process with stakeholders--are presented, both of which were aimed at informing intervention development and testing assumptions about how best to design an effective, context-specific mental health intervention that can be flexibly applied in educational settings. An explicit focus on educational outcomes within the context of mental health service delivery was identified as a key component of this integration. The paper concludes with a discussion of how this research has influenced the ongoing development of the intervention protocol, exemplifying a collaborative and iterative approach to developing school-based programmes.

Descriptors: Evidence Based Practice, Mental Health Programs, Intervention, Expertise, Opinions, School Health Services, Qualitative Research, Methods, Decision Making, Outcomes of Treatment, High School Students, Semi Structured Interviews

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals





Autor: Lyon, Aaron R.; Bruns, Eric J.; Weathers, Ericka S.; Canavas, Nick; Ludwig, Kristy; Vander Stoep, Ann; Cheney, Douglas; McCauley,

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=817&id=EJ1088394







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