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Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

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Owens, Julie Sarno, Lyon, Aaron R., Brandt, Nicole Evangelista, Masia Warner, Carrie, Nadeem, Erum, Spiel, Craig, Wagner, Mary·2014·School Mental Health

DOI 10.1007/s12310-013-9115-3PMC PMC4580252

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Abstract

In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.

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“For example, there may be unique benefits to audit and feedback procedures (Ivers et al., 2012) that could be borrowed from the healthcare field and applied to SMH. Similarly, there may be added value in training implementers to self-monitor integrity and compare such ratings to those made by a…”
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Authors: Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M.
Affiliations: Ohio University (US)
University of Washington (US)
University of Maryland, Baltimore (US)
NYU Langone Health (US)
SRI International (US)
Corresponding author: Owens, Julie Sarno
ORCID: Owens, Julie Sarno
Lyon, Aaron R.
Nadeem, Erum
Spiel, Craig
Venue: School Mental Health
Publisher: Springer Science and Business Media LLC
Published: 2013-12-17
Volume: 6
Issue: 2
Pages: 99-111
ISSN: 1866-2625 (ISSN-L)
1866-2633
DOI: 10.1007/s12310-013-9115-3
PMC: PMC4580252
OpenAlex: W2067657602
Cited by: 247
References: 89
Citations by year: 2026: 14 · 2025: 23 · 2024: 32 · 2023: 22 · 2022: 31 · 2021: 32 · 2020: 17 · 2019: 20 · 2018: 21 · 2017: 13 · 2016: 13 · 2015: 8 · 2014: 1
FWCI: 13.28
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Licence: www.springer.com/tdm (tdm)
Locations: School Mental Health (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute of Mental Health (K01MH083694, R01MH081881, P30MH090322, K08MH095939, R25MH080916)
Topics: Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: implementation science, evidence-based practice, professional development, coaching, fidelity, program sustainability, school-based intervention, research agenda, community research partnerships

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Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

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