TY - JOUR PY - 2009// TI - Formative evaluation of a framework for high quality, evidence-based services in school mental health JO - School mental health A1 - Weist, Mark A1 - Lever, Nancy A1 - Stephan, Sharon A1 - Youngstrom, Eric A1 - Moore, Elizabeth A1 - Harrison, Bryan A1 - Anthony, Laura A1 - Rogers, Kenneth A1 - Hoagwood, Kimberly A1 - Ghunney, Aya A1 - Lewis, Krystal A1 - Stiegler, Kerri SP - 196 EP - 211 VL - 1 IS - 4 N2 - The purpose of this study was to test a three component framework for enhancing quality in school mental health (SMH), focusing on quality assessment and improvement (QAI), family engagement/empowerment, and modular evidence-based practice (EBP) implementation in three established SMH programs. The study involved a 2-year, multisite (Delaware, Maryland, Texas) formative evaluation with clinicians randomly assigned to participate in either the QAI (target) intervention or a Wellness Plus Information (WPI, comparison) intervention. As hypothesized, clinicians who participated in the QAI condition demonstrated significantly greater implementation of quality indicators and greater implementation of EBP as compared to clinicians in the WPI condition. However, contrary to original hypotheses, findings did not reveal differences between the conditions in knowledge or attitudes toward EBP, clinician self-efficacy, or student psychosocial outcomes. Implications for future research on quality improvement in SMH are discussed, with an emphasis on the need to examine the impact of increased implementation and resource support to SMH clinicians.

Language: en

LA - en SN - 1866-2625 UR - http://dx.doi.org/10.1007/s12310-009-9018-5 ID - ref1 ER -