Sustainability of Teacher Implementation of School-Based Mental Health Programs

Han, Susan S.; Weiss, Bahr

doi:10.1007/s10802-005-7646-2

Cited by 641School Health and Nursing EducationHealth Policy Implementation ScienceBehavioral and Psychological Studies

Sustainability of Teacher Implementation of School-Based Mental Health Programs

Han, Susan S., Weiss, Bahr·2005·Journal of Abnormal Child Psychology

DOI 10.1007/s10802-005-7646-2

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Abstract

Evidence-based prevention and intervention programs are increasingly being implemented in schools and it therefore is becoming increasingly important to understand the complexities of program implementation under real-world conditions. Much research has focused on the contextual factors that influence program implementation but less work has attempted to provide an integrated understanding of mechanisms (e.g., teacher-training processes) that affect teachers' program implementation. In this paper, we review literature on factors related to teachers' implementation of school-based prevention and intervention programs, then from this review abstract what we believe are four basic ingredients that characterize potentially sustainable teacher-implemented classroom programs. Finally, we present a sequential model, based on these ingredients, of the naturalistic processes underlying sustainability of teachers' program implementation and describe how this sustainability can be enhanced through provision of teacher training and performance feedback from a classroom consultant.

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The yearly teacher survey assesses factors at the individual level that fidelity research often neglects, such as enthusiasm, stress, and prior experience.
“Finally, our annual teacher survey measures other individual-level factors often overlooked in implementation fidelity research, including teacher characteristics, such as enthusiasm, level of stress, and prior experience (e.g., Domitrovich et al. 2008; Dusenbury et al. 2005; Han and Weiss 2005; Greenberg et al. 2005).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Han and Weiss 2005

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“Other teacher factors that may influence their initial motivation to implement a program include efficacy beliefs regarding their capabilities as teachers to produce desired student outcomes (Bandura, 1997; Tschannen-Moran & Hoy, 2001 ), which have been found to correlate with teacher persistence and willingness to ex…”
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Authors: Han, S. S., & Weiss, B.
Affiliations: Vanderbilt University (US)
Corresponding author: Han, Susan S.
ORCID: Weiss, Bahr
Venue: Journal of Abnormal Child Psychology
Publisher: Springer Science and Business Media LLC
Published: 2005-12
Volume: 33
Issue: 6
Pages: 665-679
ISSN: 0091-0627 (ISSN-L)
1573-2835
DOI: 10.1007/s10802-005-7646-2
OpenAlex: W1977960011
Cited by: 641
References: 92
Citations by year: 2026: 9 · 2025: 20 · 2024: 24 · 2023: 30 · 2022: 36 · 2021: 46 · 2020: 39 · 2019: 43 · 2018: 45 · 2017: 45 · 2016: 36 · 2015: 51 · 2014: 35 · 2013: 49 · 2012: 36
FWCI: 3.35
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Research on Child and Adolescent Psychopathology (publishedVersion)
PubMed (publishedVersion)
Funders: Vanderbilt University
National Institute of Mental Health (R01MH058275, R01-MH-58275)
Topics: Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: school-based mental health programs, program implementation, sustainability, teacher professional development, performance feedback, prevention programs, intervention program, implementation mechanisms, contextual factors
MeSH terms: Adolescent, Child, Faculty, Health Education, Health Plan Implementation, Humans, Mental Health Services, School Health Services, United States, Program Evaluation, Models, Organizational

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Sustainability of Teacher Implementation of School-Based Mental Health Programs

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