Overcoming Challenges to Using Evidence-Based Interventions in Schools

• NCJ Number: 209304
• Journal: Journal of Youth and Adolescence Volume: 34 Issue: 1 Dated: February 2005 Pages: 15-22
• Author(s): Cindy M. Schaeffer; Eric Bruns; Mark Weist; Sharon Hoover Stephan; Julie Goldstein; Yolanda Simpson
• Date Published: February 2005
• Length: 8 pages
• Publication Format: Article
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

This paper examines issues involved in the use of evidence-based clinical interventions in 22 Baltimore City (Maryland) schools.

Abstract

The program stemmed from a review of evidence-based prevention and treatment programs that can be used by school mental health clinicians, which was conducted by the Center for School Mental Health Assistance at the University of Maryland. The goal of the review was to identify universal, selected, and indicated treatment interventions that could be implemented "as is" or with minimal adaptations for delivery within a typical expanded school mental health (ESMH) program and to promote the use of these interventions by ESMH program professionals. The use of evidence-based interventions in the 22 Baltimore schools led to a number of insights regarding the incorporation of evidence-based approaches into school mental health programs. One lesson learned about overcoming barriers to the use of evidence-based interventions in schools is the importance of fostering conditions favorable to adopting evidence-based interventions. The favorable conditions are the intention to change, the existence of requisite skills, and the absence of environmental constraint. Suggestions are offered for fostering these three conditions. There must also be strategies for encouraging implementation of evidence-based interventions in schools. This means involving all stakeholders at all stages of the change process while maintaining the intensity of effort in implementing and improving all program components. The paper concludes with suggestions for strategies that encourage implementation in individual ESMH programs. It describes the phases used to enlist the cooperation of ESMH program clinicians. This included presentations at training sessions, the dispensing of a number of standardized intervention protocols at a central location, guiding clinicians to choose one intervention appropriate for the school level they serve, and then assisting clinicians in implementing at least one evidence-based intervention protocol at each school level. 1 table and 38 references