Implementation of School-Based Behavioral Health Services Over Time: A Longitudinal, Multi-level Qualitative Study

Massey, Oliver T.; Vroom, Enya B.; Weston, Amanda

doi:10.1007/s12310-020-09407-5

Cited by 7 publications

(3 citation statements)

References 24 publications

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“…This makes realizing consensus about the most effective approaches to responding to children’s mental health needs more difficult. Furthermore, the limited reach of existing programs, as constrained by available funding, also makes achieving widespread “buy-in” and participation more challenging, which is critical to fostering strong working relationships between educators and mental health professionals and to bringing about systemic change and shifts in practice and policy in schools and communities ( Massey, Vroom and Weston, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children

Heinrich,

Colomer,

Hieronimus

2023

Children and Youth Services Review

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Section: Discussionmentioning

confidence: 99%

Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children

Heinrich,

Colomer,

Hieronimus

2023

Children and Youth Services Review

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“…When considering building capacity within an organization, it will also be necessary to consider ranking what IPAs will precede others in importance, and which are likely to remain consistent in importance over the course of the adoption, implementation, and sustainability of an EBP. For example, a study examining barriers and facilitators to implementing EBPs over time and among different organizational levels in a large‐scale school‐based behavioral initiative found collaboration, communication, and leadership remained consistently important throughout the lifespan of the initiative and EBP implementation (Massey et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Exploring perceptions of implementation practice capacity in community‐based behavioral health organizations

Vroom

Massey

Akbari

et al. 2021

Journal Community Psychology

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Community‐based organizations (CBOs) must have the capacity to adopt, implement, and sustain evidence‐based practices (EBPs). However, limited research exists examining CBOs' ability/capacity to implement EBPs. The purpose of this preliminary study was to investigate how staff of CBOs perceive implementation practice capacity, determine factors needed for adequate capacity for implementing EBPs, and examine which perspectives of capacity are shared across organizational levels. Ninety‐seven administrators and practitioners of CBOs were surveyed using the Implementation Capacity Survey, which examines perceived importance, presence, and organizational capacity of the CBO in nine implementation practice areas (IPAs) (e.g., leadership). Results revealed participants rated IPAs on the importance scale higher than IPAs on the present scale. Presence and organizational capacity scales were strongly correlated, and results showed significant differences between administrators and practitioners on ratings of presence and organizational capacity. Implications for future research aimed at examining/building implementation practice capacity in community settings will be discussed.

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“…For effective change, both the EBP and the implementation process need to be effective (Durlak and DuPre, 2008;Fixsen et al, 2013;Lengnick-Hall et al, 2020;Lewis et al, 2020;Massey et al, 2021). The program needs to fit the target environment without unacceptable program drift.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context

2021

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Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers (N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framework (TDF) was used to identify and analyze barriers and facilitators throughout the project. The importance of organizational investment, collegial connection and collaboration, the pedagogical fit of the EBP, and plans for long-term change were highlighted as beneficial factors for successful implementation in this case study.

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Implementation of School-Based Behavioral Health Services Over Time: A Longitudinal, Multi-level Qualitative Study

Cited by 7 publications

References 24 publications

Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children

Minding the gap: Evidence, implementation and funding gaps in mental health services delivery for school-aged children

Exploring perceptions of implementation practice capacity in community‐based behavioral health organizations

Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context

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