Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health

Mark Weist, Nancy Lever, Sharon Stephan, Eric Youngstrom, Elizabeth Moore, Bryan Harrison, Laura Anthony, Kenneth Rogers, Kimberly Hoagwood, Aya Ghunney, Krystal Lewis, Kerri Stiegler

Research output: Contribution to journalArticle

50 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)196-211
Number of pages16
JournalSchool Mental Health
Volume1
Issue number4
DOIs
StatePublished - Dec 1 2009
Externally publishedYes

Fingerprint

School Health Services
Quality Improvement
Evidence-Based Practice
Mental Health
mental health
evaluation
school
evidence
Self Efficacy
Students
self-efficacy
empowerment
resources
student

Keywords

  • Adolescents
  • Children
  • Evidence-based practice
  • Implementation support
  • Quality
  • School mental health

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Weist, M., Lever, N., Stephan, S., Youngstrom, E., Moore, E., Harrison, B., ... Stiegler, K. (2009). Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health. School Mental Health, 1(4), 196-211. https://doi.org/10.1007/s12310-009-9018-5

Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health. / Weist, Mark; Lever, Nancy; Stephan, Sharon; Youngstrom, Eric; Moore, Elizabeth; Harrison, Bryan; Anthony, Laura; Rogers, Kenneth; Hoagwood, Kimberly; Ghunney, Aya; Lewis, Krystal; Stiegler, Kerri.

In: School Mental Health, Vol. 1, No. 4, 01.12.2009, p. 196-211.

Research output: Contribution to journalArticle

Weist, M, Lever, N, Stephan, S, Youngstrom, E, Moore, E, Harrison, B, Anthony, L, Rogers, K, Hoagwood, K, Ghunney, A, Lewis, K & Stiegler, K 2009, 'Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health', School Mental Health, vol. 1, no. 4, pp. 196-211. https://doi.org/10.1007/s12310-009-9018-5
Weist, Mark ; Lever, Nancy ; Stephan, Sharon ; Youngstrom, Eric ; Moore, Elizabeth ; Harrison, Bryan ; Anthony, Laura ; Rogers, Kenneth ; Hoagwood, Kimberly ; Ghunney, Aya ; Lewis, Krystal ; Stiegler, Kerri. / Formative Evaluation of a Framework for High Quality, Evidence-Based Services in School Mental Health. In: School Mental Health. 2009 ; Vol. 1, No. 4. pp. 196-211.
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