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

The DOI matches its Crossref record; 94 of the 94 references it cites were found in a registry or an index.

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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Crossref · 10.1007/s10802-005-7646-2

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Show all 92 references

Research works printed but not linked: 2

  1. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  2. Maslach, C., Jackson, S. E., & Schwab, R. L. (1996). Maslach Burnout Inventory—Educators Survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), MBI manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.

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Metadata

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 › Medicine › Public Health, Environmental and Occupational Health › 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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