Category: Dissemination / Implementation

Symposium

Symposium 109 - Evidence-Based Mental Health Service Delivery: Implementation Strategies for School Professionals

Saturday, November 18
3:30 PM - 5:00 PM
Location: Sapphire Ballroom A, Level 4, Sapphire Level

Keywords: School | Dissemination | Implementation
Presentation Type: Symposium

Emotional health difficulties affect 20-30% of school age youth and, without effective treatment, are associated with poor social and academic outcomes (Asarnow, 2005; Charvat, 2012). Many psychosocial evidence-based practices (EBPs) are appropriate for delivery in schools and lead to improved outcomes for recipients (Beidas et al., 2010; Macklem, 2011), but numerous barriers limit adoption and implementation. This symposium summarizes novel strategies designed to increase the accessibility and quality of EBPs offered in schools. 


It is well documented that brief, didactic instruction is insufficient to produce lasting behavioral change among mental health providers (Beidas, 2010). Successful adoption and utilization of EBPs in schools, where personnel are confronted with limited resources and high demand, necessitates that implementation strategies be utilized to address barriers on numerous levels (McHugh and Barlow 2010; Powell, 2015). At the provider level, strategies are needed to support development of knowledge and clinical skills such that independent, high-fidelity delivery is feasible (Funderburk et al. 2015; Herschell et al. 2010). Programming to build attitudinal support is also critical, as providers across settings are more likely to invest in practices that they perceive to be both useful and relevant (Lyon et al., 2013). At an organizational level, attention to interpersonal and environmental factors promotes both adoption of new treatment approaches and sustainability of those approaches after external supports are removed (Aarons, 2004; Damschroder, 2009; Ehrhart, 2014). In particular, identification and strategic positioning of local leaders can help shift organizations toward readiness for change (Atkins et al., 2008; Neal et al., 2011); while techniques to promote effective collaboration and communication can render new practices more durable over time (Aarons, 2009; Edmunds et al., 2014). Finally, at a service recipient level, practices to help engage clients and reduce attrition enable providers to spend more time delivering care and less time working to keep clients involved (Goplan et al., 2010; McKay et al., 2004). 


During the talk, initiatives will be discussed that aim to improve perceptions of EBPs among school professionals, increase response to school-based EBP training efforts, facilitate use of data-based decision making among school personnel responsible for mental health service delivery, improve communication and collaboration among school-based provider teams, and reduce student/client attrition. These efforts represent a multi-faceted approach to increasing access to EBPs by enabling schools to deliver services independently and sustainably, thus offering a means for the reach of EBPs to be more widely extended.  


 

Learning Objectives:

Elizabeth Koschmann

Research Investigator
University of Michigan Medical School

Presentation(s):

Send Email for Elizabeth Koschmann

Rinad Beidas

Assistant Professor
University of Pennsylvania

Presentation(s):

Send Email for Rinad Beidas

Bruce F. Chorpita

Professor
UCLA

Presentation(s):

Send Email for Bruce Chorpita

Marc S. Atkins

Professor of Psychiatry and Psychology and Director of the Institute for Juvenile Research
University of Illinois at Chicago

Presentation(s):

Send Email for Marc Atkins

Send Email for Aaron Lyon

Courtney Benjamin Wolk

University of Pennsylvania

Presentation(s):

Send Email for Courtney Benjamin Wolk

Elizabeth Koschmann

Research Investigator
University of Michigan Medical School

Presentation(s):

Send Email for Elizabeth Koschmann


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