The Interventions and Practice Research Infrastructure Program (IPRISP) funding mechanism was introduced by the National Institute of Mental Health (NIMH) to bridge the gap between the worlds of services research and the usual care practice in the community. The goal was to build infrastructure that would provide a platform for research to establish the evidence base for improving mental health care available in diverse communities. This is done by providing support for researchers and community mental health providers to establish working and sustainable partnerships to make evidence-based mental health services available and acceptable for people in need of mental health care. In this article, we (a) present the nature of one IPRISP and its attempt to foster science-to-service and service-toscience interchange; (b) discuss two models of implementation practice for human service agencies, the more common ''external specialist purveyor model'' and the ''embedded generalist purveyor model'' that is emerging from our IPRISP experience; and (c) we address our emerging practice approach to two issues that are critical in implementation practice and research: local adaptation of evidence-based interventions, and the use of client outcome data in usual care environments to inform clinical practice decisions.
Background The Republic of Uganda is a landlocked country within East Africa covering 241,550.7 square kilometres with an estimated population of 34.6 million people (Uganda Bureau of Statistics, 2014). Career guidance and counselling in Uganda dates far back in the 1940s when formal education was expanding in the country spearheaded by the missionaries. Educational reforms were made during the pre-independence and post-independence aimed at streamlining career guidance and counselling in schools on the advice of two commissions namely Castle Review Commission of 1962, and Kajubi Review Commission of 1992. In 2008, a fully-fledged department of guidance and counselling with substantial staff was established to provide strategic and technical leadership in all matters of guidance and counselling in schools in Uganda. Its mandate was to design and disseminate programs in schools aimed at meet students career guidance and developmental needs in aspects of HIV/AIDS counselling, and psychosocial concerns of students(MOES, 2007). The Ministry of Education and Sports (MOES) oversees the formal education sector in the country which is divided into three main stream sub-sectors namely pre-primary & primary, post-primary (secondary; business, technical, vocational, education, and farm schools BTVET); and tertiary education (colleges and universities). Secondary school education sub-sector is further divided into two levels; lower secondary (Ordinary Level "O'level") which is covered in four academic years. Students are assisted to select ten subjects on the curriculum which they must sit at the end of the fourth year in national examinations to prepare them to either join a vocational college (BTVET), or continue with upper
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