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Cited by 477Health Policy Implementation ScienceSchool Health and Nursing EducationPsychotherapy Techniques and Applications

Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation

Open access
Langley, Audra K., Nadeem, Erum, Kataoka, Sheryl H., Stein, Bradley D., Jaycox, Lisa H.·2010·School Mental Health
DOI 10.1007/s12310-010-9038-1PMC PMC2906726
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Abstract

Although schools can improve children's access to mental health services, not all school-based providers are able to successfully deliver evidence-based practices. Indeed, even when school clinicians are trained in evidence-based practices (EBP), the training does not necessarily result in the implementation of those practices. This study explores factors that influence implementation of a particular EBP, Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Semi-structured telephone interviews with 35 site administrators and clinicians from across the United States were conducted 6-18 months after receiving CBITS training to discuss implementation experiences. The implementation experiences of participants differed, but all reported similar barriers to implementation. Sites that successfully overcame such barriers differed from their unsuccessful counterparts by having greater organizational structure for delivering school services, a social network of other clinicians implementing CBITS, and administrative support for implementation. This study suggests that EBP implementation can be facilitated by having the necessary support from school leadership and peers.

AI snapshot

Written from the paper’s full text.

TL;DR

Interviews with 35 site administrators and clinicians 6–18 months after CBITS training found common implementation barriers, but successful implementers differed by organizational structure, peer networks, and administrative support. The study suggests school-based EBP implementation can be facilitated by leadership and peer supports.

Key findings

  • Among 35 participants (27 clinicians, 8 program directors; 18 “successful implementers,” 9 “non-implementers”), the top barriers were competing responsibilities, lack of parent engagement, logistical barriers, and lack of support from school administrators and teachers. Successful implementers ranked lack of parent engagement #1 and competing responsibilities #2; non-implementers ranked competing responsibilities #1 and parent engagement/logistics tied #2–3.
  • All successful implementers reported knowing someone else conducting CBITS groups; none of the non-implementers did. All successful implementers were from sites with grant funding or funds set aside for CBITS, though one funded site still had non-implementers.
  • All 4 sites with school–community mental health agency partnerships reported successful implementation of at least one CBITS group. School-employed sites had lower success: one site had 6/12 (50%) successful implementers and one rural site had 0/1 (0%); among university programs, one partnering site had 2/2 (100%) and one consulting site had 0/2 (0%).
  • Perceived ease was high in both groups: 78% of successful implementers rated CBITS 7–9 on a 1–10 ease scale (mean = 7.8), and 85% of non-implementers rated it 7–9 (mean = 7.0). 90% of successful implementers planned to use CBITS techniques in the future in “most cases,” while non-implementers’ plans ranged from “never” to “in most cases.”

Methods

  • Semi-structured telephone interviews conducted February–May 2007 with 35 individuals (27 school mental health clinicians and 8 program directors; 9 men, 26 women) from 8 U.S. sites trained in CBITS 6–24 months earlier. Clinicians were categorized as “successful implementers” if they had completed at least one CBITS group (n = 18) or “non-implementers” if they had not (n = 9).
  • Interviews covered training/background, familiarity with other CBITS clinicians, planned future frequency, barriers, ease of use, implementation support, and clinical consultation. Field notes and selective quotations were coded in ATLAS.ti; codes were refined into domains including implementation barriers, supports, perceptions, service delivery models, and clinical supports, then successful implementers were compared with non-implementers.

Limitations

  • Stated by the paper: the clinicians are not representative of all school EBP providers; director nominations may introduce bias; there may be successful school-only, clinic-only, or grant-funded programs not captured; and findings concern a single EBP, CBITS, though themes resemble broader implementation literature.
  • Evident from the text: the study is a small, cross-sectional, self-report interview study with no independent fidelity or youth outcome data reported, and implementation status relied on director nominations and clinician recall.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1007/s12310-010-9038-1

Cites

26 of 26 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 34 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    None of the non-implementers knew other people who were implementing CBITS.

    “Conversely, none of the non-implementers knew other people who were implementing CBITS.”
    Quote in the paperSubstantial claim
  • Findingown data

    Clinicians described having multiple duties on campus other than implementing CBITS.

    “Clinicians described having multiple duties on campus other than implementing CBITS.”
    Quote in the paperSubstantial claim
  • Findingown data

    The final major barrier to implementation was obtaining parent permission.

    “The final major barrier to implementation was obtaining parent permission.”
    Quote in the paperSubstantial claim
  • Findingown data

    Implementers reported that having a mid-way in-person check-in with other implementing clinicians and a supervisor was helpful.

    “Implementers also reported that having a “mid-way in-person check-in with other implementing clinicians and a supervisor was helpful.””
    Quote in the paperNot a substantial claim
  • Findingown data

    A majority of implementers rated consultation as very useful (61%).

    “A majority of implementers rated consultation as very useful (61%).”
    Quote in the paperNot a substantial claim
  • May combine two claims. 29
  • Classified as probably not a substantial claim. 23

  • May combine two claims.

    Findingown data

    The implementation experiences of participants differed, but all reported similar barriers to implementation.

    “The implementation experiences of participants differed, but all reported similar barriers to implementation.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Clinicians reported that they may have identified and included more youth if they had gotten better consent rates and had an easier time getting in contact with parents during groups.

    “They reported, however, that they may have identified and included more youth if they had gotten better consent rates and had an easier time getting in contact with parents during groups.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Competing responsibilities was ranked #2 by implementers and #1 by non-implementers as an implementation barrier.

    “Competing Responsibilities (Ranked #2 by Implementers and #1 by Non-Implementers)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Some implementers reported that 1:1 consultation or smaller groups are better than larger groups, especially if on a conference call.

    “However, some implementers reported that “1:1 consultation or smaller groups are better than larger groups, especially if on a conference call.””
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Teacher concerns about pulling students out of class contributed to the logistical concerns barrier, endorsed by a majority of both implementers and non-implementers with regard to difficulty with some teachers letting kids leave class, and also speaks to difficulty finding space, making copies, and other pragmatic issues.

    “Teacher concerns about issues like pulling students out of class also contributed to the logistical concerns barrier, endorsed by a majority of both implementers and non-implementers with regard to difficulty with some teachers letting kids leave class, while it also speaks to difficulty finding space, making copies, and other pragmatic issues.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    These themes were discussed by all participants, and the issues raised did not vary between clinicians who were successful CBITS implementers and those who were non-implementers.

    “These themes were discussed by all participants, and the issues raised did not vary between clinicians who were successful CBITS implementers and those who were non-implementers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Many implementers felt it benefited them to hear from others who were implementing and liked having others at differing stages on the consultation call.

    “Many felt that it benefitted them to hear from others who were implementing and “liked how there were others at differing stages on the [consultation] call”.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Lack of parent engagement was ranked #1 by implementers and #2-3 by non-implementers as an implementation barrier.

    “Lack of Parent Engagement (Ranked #1 by Implementers and #2–3 by Non-Implementers)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Getting buy-in from teachers is key to overcome the logistical barrier of pulling them from class.

    “Successful implementers also observed that “if a school facilitator or partner was excited”, they would be more likely to “do the groundwork with teachers, staff, students and parents; then group went much easier” and that getting buy-in from teachers is key to overcome the logistical barrier of pulling them from class.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Competing responsibilities emerged as the strongest barrier to program implementation, with all non-implementers endorsing it.

    “Competing responsibilities emerged as the strongest barrier to program implementation, with all non-implementers endorsing it.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Clinicians described the CBITS manual as well laid out, user-friendly, and easy to plan with minimal prep needed.

    “Clinicians described the CBITS manual as “Laid out well for you and planning time was minimal, with quick and easy modifications.” The manual “makes it easy” with “user-friendly material.” One implementer noted that the “curriculum is so well- defined and easy to plan…[that there is] very little prep needed.””
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Implementers commented that specific help focused on the more difficult sessions would be beneficial.

    “Finally, implementers commented that specific help focused on the more difficult sessions would be beneficial.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Logistical barriers was ranked #3 by implementers and #2-3 by non-implementers as an implementation barrier.

    “Logistical Barriers (Ranked #3 by Implementers and #2–3 by Non-Implementers)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Successful implementers observed that if a school facilitator or partner was excited, they would be more likely to do the groundwork with teachers, staff, students and parents, and then group went much easier.

    “Successful implementers also observed that “if a school facilitator or partner was excited”, they would be more likely to “do the groundwork with teachers, staff, students and parents; then group went much easier” and that getting buy-in from teachers is key to overcome the logistical barrier of pulling them from class.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Lack of support from school administrators and teachers was ranked #4 by implementers and #4 by non-implementers as an implementation barrier.

    “Lack of Support from School Administrators and Teachers (Ranked #4 by Implementers and # 4 by Non-Implementers)”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Most implementers described a preference for monthly in-person consultation meetings and some endorsed monthly group phone consultation.

    “Most implementers described a preference for monthly-in- person consultation meetings and some endorsed monthly group phone consultation, many had other specific ideas in mind.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Among the two university programs that partnered with schools, one had all their clinicians successfully implement CBITS, while the other had no implementers.

    “Among the two university programs that partnered with schools, one had all their clinicians successfully implement CBITS, while the other had no implementers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Clinicians from 4 of the 8 training sites participating had school-community mental health agency partnerships and all reported successful implementation of at least one CBITS group.

    “Clinicians from 4 of the 8 training sites participating had school-community mental health agency partnerships and all reported successful implementation of at least one CBITS group.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The study found a number of important implementation barriers (competing responsibilities, logistics, parental consent, and administrator/teacher support) and facilitating factors (professional networks, financial resources).

    “We found a number of important implementation barriers (i.e., competing responsibilities, logistics, parental consent, and administrator/teacher support) as well as facilitating factors (i.e., professional networks, financial resources).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In some cases, these themes differed across the implementer and non-implementer groups, and in other cases, there were no differences.

    “In some cases, these themes differed across the implementer and non-implementer groups, and in other cases, there were no differences.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Although the model for clinical support or consultation varied from site to site, all successful implementers had some form of clinical support or consultation in place that a majority found to be quite helpful.

    “Finally, although the model for clinical support or consultation varied from site to site, all successful implementers had some form of clinical support or consultation in place that a majority found to be quite helpful.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Some implementers noted that in-person consultation is best, especially with larger groups, so group size is an important factor to consider when planning for consultation.

    “Interestingly, some noted this venue to be best in-person, especially with larger groups, so group size is an important factor to consider when planning for consultation.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    23% of U.S. schools combine school and district personnel with outside providers for student mental health services.

    “Approximately one-half of U.S. schools use only school or district personnel to provide mental health services to students on campus, 23% combine school and district personnel with outside providers, and the remaining schools exclusively rely on outside community providers for student mental health services (Foster et al., 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Foster et al., 2005

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Some intensive community-based programs have produced outcomes important to communities and have been successfully disseminated.

    “By addressing some of these factors, some intensive community-based programs (i.e., Multisystemic Therapy [MST] for delinquent youth [Borduin et al., 1995], Multidimensional Treatment Foster Care [MTFC] for children in out-of-home placement [Chamberlain, Leve, & Degarmo, 2007]) have produced outcomes important to communities and have been successfully disseminated.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Borduin et al., 1995 source

      Not checked in the free run.

    • cites Chamberlain, Leve, & Degarmo, 2007 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Approximately one-half of U.S. schools use only school or district personnel to provide mental health services to students on campus.

    “Approximately one-half of U.S. schools use only school or district personnel to provide mental health services to students on campus, 23% combine school and district personnel with outside providers, and the remaining schools exclusively rely on outside community providers for student mental health services (Foster et al., 2005).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Foster et al., 2005

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Three-fourths of children who do receive services for mental health problems receive their care through the education sector, with schools being the most common point of entry for accessing mental health services.

    “Three-fourths of children who do receive services for mental health problems receive their care through the education sector, with schools being the most common point of entry for accessing mental health services (Farmer, Burns, Phillips, Angold, & Costello, 2003).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Farmer, Burns, Phillips, Angold, & Costello, 2003 source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    Organizational factors such as school structure, administrative leadership, school norms and policies, and existing resources at the school are relevant to delivering mental health and educational interventions in schools.

    “Others have suggested that organizational factors, such as school structure, administrative leadership, school norms and policies, and the existing resources at the school are relevant to delivering mental health and educational interventions in schools (Atkins et al., 2003; Hoy, 1996; Trickett & Birman, 1989).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Atkins et al., 2003

      Not checked in the free run.

    • cites Hoy, 1996 source

      Not checked in the free run.

    • cites Trickett & Birman, 1989

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    This may reflect that community clinicians could focus on implementation with less likelihood of being pulled away for another school responsibility or crisis.

    “This may reflect the fact that they could focus on implementation with less likelihood of being pulled away for another school responsibility or crisis.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Similar barriers and facilitators were found in a study of school-based treatment developers' perceptions of implementation barriers and facilitators (Forman et al., 2009).

    “Similar barriers and facilitators were found in a study of school-based treatment developers’ perceptions of implementation barriers and facilitators (Forman, Olin, Hoagwood, Crowe, & Saka, 2009).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Forman, Olin, Hoagwood, Crowe, & Saka, 2009 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Role redefinition to allow time for CBITS groups was a critical step for those who were able to successfully implement, and caused difficulties in cases where it did not happen.

    “This was a critical step for those who were able to successfully implement, and caused difficulties in the cases where it did not happen.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    Competing responsibilities is consistent with prior research (Forman et al., 2009).

    “and is consistent with prior research (Forman et al., 2009).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Forman et al., 2009 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Logistical concerns are important to implementation across a variety of settings (Fixen et al., 2005; Greenhalgh et al., 2004).

    “Logistical concerns are important to implementation across a variety of settings (Fixen et al., 2005; Greenhalgh et al., 2004).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Fixen et al., 2005

      Not checked in the free run.

    • cites Greenhalgh et al., 2004 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    Successful implementers answered the future use question after having prior implementation experience with CBITS, while non-implementers did not.

    “It is important to note that the successful implementers answered this question after having had prior implementation experience with CBITS, while the non-implementers did not.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Realignment of staff has been identified by Fixsen et al. (2005) as one of the elements of program installation as an organization seeks to implement a new practice.

    “This type of realignment of staff has been identified by Fixsen et al. (2005) as one of the elements of program installation as an organization seeks to implement a new practice.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Fixsen et al. (2005)

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationcitation

    It is not surprising that parental involvement was a challenge here.

    “and it is not surprising that parental involvement was a challenge here.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    There may be some results that are unique to CBITS.

    “There may be some results that are unique to CBITS.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductnone given

    The clinicians interviewed for this study are not representative of all providers who have implemented an EBP in schools, and there may be some bias introduced by selecting them via nominations from their director.

    “The clinicians interviewed for this study are not representative of all providers who have implemented an EBP in schools, and there may be some bias introduced by selecting them via nominations from their director.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    The current study examines provider experiences of a single EBP.

    “Finally, it is important to note that the current study examines provider experiences of a single EBP.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    There are certainly school-community mental health agency partnerships and/or grant-funded programs that do not successfully implement EBPs in schools.

    “There are certainly school-community mental health agency partnerships and/or grant-funded programs that do not successfully implement EBPs in schools.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    This may be a facilitator in terms of perceived buy-in from peers and the organization.

    “This may be a facilitator in terms of perceived buy-in from peers and the organization.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationcitation

    Although the frontline clinicians interviewed in this study did not explicitly mention funding as a barrier, this pattern is a reflection of Forman et al.'s (2009) findings in which treatment developers cited funding as the most frequently cited obstacle to successful implementation.

    “Although the frontline clinicians interviewed in this study did not explicitly mention funding as a barrier, this pattern is a reflection of Forman et al.’s (Forman et al. 2009) findings in which treatment developers cited funding as the most frequently cited obstacle to successful implementation.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Forman et al. 2009 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    Although common challenges exist among all sites attempting to adopt and implement an evidence program in the school setting, there are a few things that tend to distinguish those who are able to overcome barriers to implementation from those who are not.

    “Although common challenges exist among all sites attempting to adopt and implement an evidence program in the school setting, there are a few things that tend to distinguish those who are able to overcome barriers to implementation from those who are not.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Providers may experience a greater sense of support if they know that they can confer with another implementer if needed.

    “Moreover, providers may experience a greater sense of support if they know that they can confer with another implementer if needed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Such funding may be a necessary, yet not sufficient, factor to successful implementation.

    “It may be that such funding is necessary, yet not sufficient factor, to successful implementation.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The fact that most successful implementers preferred group consultation meetings highlights the importance of both the availability of consultation support itself and the ability to connect, learn from, and share ideas with others engaged in the implementation process.

    “The fact that most successful implementers preferred group consultation meetings highlights the importance of both the availability of consultation support itself as well as the aforementioned ability to connect, learn from, and share ideas with others who are also engaged in the implementation process.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning

    There may be additional cases of school-only and clinic-only programs that have been able to implement EBPs successfully.

    “Similarly, there may be additional cases of school-only and clinic-only programs that have been able to implement EBPs successfully.”
    Quote in the paperNot a substantial claim
46 of 46

  • The paper relies on this without support.

    Little is known about the quality of mental health services being provided in schools.

    “Despite existing infrastructure to deliver mental health services within schools, little is known about the quality of services being provided.”

  • The paper relies on this without support.

    Further research is needed to improve implementation of school-based evidence-based programs.

    “Further research is needed to improve implementation of school-based evidence-based programs, since successful implementation has been associated with improved outcomes for youth (Weist, 1997).”

  • The authors state this as an assumption.

    Schools are important in improving access to evidence-based practices (EBPs) for children.

    “Given the importance of schools in improving access to evidence-based practices (EBPs) for children, this study sheds new light on important variables that may facilitate or hinder implementation of EBPs within the school setting.”
3 of 3

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Research works printed but not linked: 1

  1. Rogers, E. M. (1995). Diffussion of innovation. New York, NY: Free Press.

Cited by

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Related

Authors
Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jaycox, L. H.
Affiliations
  • University of California, Los Angeles (US)
  • RAND Corporation (US)
Corresponding author
Langley, Audra K.
ORCID
Venue
School Mental Health
Publisher
Springer Science and Business Media LLC
Published
2010-05-11
Volume
2
Issue
3
Pages
105-113
ISSN
  • 1866-2625 (ISSN-L)
  • 1866-2633
DOI
10.1007/s12310-010-9038-1
PMC
PMC2906726
OpenAlex
W2132923123
Semantic Scholar
4487e21796f96b7eea0cebbf8eeceeef45d01c32
Cited by
477
References
26
Citations by year
2026: 23 · 2025: 34 · 2024: 36 · 2023: 41 · 2022: 47 · 2021: 38 · 2020: 37 · 2019: 30 · 2018: 37 · 2017: 29 · 2016: 20 · 2015: 48 · 2014: 14 · 2013: 28 · 2012: 7
FWCI
24.49
Type
journal article
Language
en
Open access
Licence
cc-by-nc
Locations
  • School Mental Health (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
  • eScholarship (California Digital Library) (submittedVersion)
Funders
National Institute of Mental Health (K01MH083694)
Topics
  • Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Psychology › Clinical Psychology › Psychotherapy Techniques and Applications
Keywords
evidence-based practice implementation, school-based mental health services, implementation barriers and facilitators, school leadership support, peer social networks, organizational structure

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