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ERIC Number: ED564033
Record Type: Non-Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 50
Taking Evidence-Based Practices to School: Using Expert Opinion to Develop a Brief, Evidence-Informed School-Based Mental Health Intervention
Lyon, Aaron R.; Bruns, Eric J.; Weathers, Ericka S.; Canavas, Nick; Ludwig, Kristy; Vander Stoep, Ann; Cheney, Douglas; McCauley, Elizabeth
Grantee Submission, Advances in School Mental Health Promotion v7 n1 p42-61 2014
School-based mental health services offer unparalleled opportunities for providing accessible care to children and adolescents. Research indicates that services available in schools are rarely based on evidence of effectiveness and are typically disconnected from the larger school context. To address these issues, the current paper presents initial studies to inform the development of a brief, evidence-based, flexible mental health intervention that fits the school context while maintaining clear structure. Results from two qualitative research studies--key informant interviews with school mental health experts and a nominal group decision-making process with stakeholders--are presented, both of which were aimed at informing intervention development and testing assumptions about how best to design an effective, context-specific mental health intervention that can be flexibly applied in educational settings. An explicit focus on educational outcomes within the context of mental health service delivery was identified as a key component of this integration. The paper concludes with a discussion of how this research has influenced the ongoing development of the intervention protocol, exemplifying a collaborative and iterative approach to developing school-based programmes. [This paper was published in "Advances in School Mental Health Promotion" v7 n1 p42-61 2014 (EJ1088394).]
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Mental Health (DHHS/NIH); US Department of Veterans Affairs, Health Services Research and Development (HSR&D)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120128; K08MH095939; R25MH080916