Category: Dissemination / Implementation
Keywords: School | Community-Based Assessment / Intervention | Evidence-Based Practice
Presentation Type: Symposium
Children obtain more mental health services through schools than through any other public system. In urban, low-resource school districts, school mental health care often is provided by contracted teams of community mental health providers. Teams may struggle to implement EBPs due to challenges obtaining support from other members of the team. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence-based approach for improving team functioning in health care. It is a promising but untested tool to improve communication and climate among school mental health teams. Participants were drawn from school mental health teams in Philadelphia. In collaboration with stakeholders, TeamSTEPPS was adapted for school mental health. Then, the adapted TeamSTEPPS intervention was pilot tested with teams of school mental health providers in three schools participating in an ongoing implementation of CBT. Teams who received TeamSTEPPS were compared with three teams who did not participate in TeamSTEPPS. Data were collected pre and post training, and 1, 5, and 8-month follow-ups. Feasibility and acceptability of adapted TeamSTEPPS and the impact on team skills and behavior was assessed qualitatively (i.e., interviews, field notes) and quantitatively. Quantitative data includes the Evidence-Based Practice Attitudes Scale-50 (EBPAS-50), the Maslach Burnout Inventory (MBI)- Health Services Survey, The TeamSTEPPS Teamwork Perceptions Questionnaire (T-TPQ) and Teamwork Attitudes Questionnaire (T-TAQ), and the Training Satisfaction Scale (TSS). Contextual predictors of implementation will be examined using mixed methods. Data collection is completed and analyses are in progress. Preliminary results suggest TeamSTEPPS was perceived to be feasible and acceptable and teamwork is highly valued among providers. Challenges to implementation, including high emotional exhaustion (MBI-EE mean=2.45[1.18]), turnover (41.7%) and lack of support from leadership, were identified. This project extends our understanding of strategies to improve EBP implementation among school-based mental health teams and has implications for other collocated service settings.
University of Pennsylvania
Saturday, November 18
3:30 PM – 5:00 PM
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