Development and Pilot Testing of a Remote Training Strategy for the Implementation of Mental Health Evidence-Based Practices in Rural K-8 Schools

在农村 K-8 学校实施心理健康循证实践的远程培训策略的开发和试点测试

• 批准号: 10705598
• 负责人: Ricardo B Eiraldi
• 金额: $ 39.66万
• 依托单位: CHILDREN'S HOSP OF PHILADELPHIA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-30 至 2025-09-29
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10705598
• 关键词: Development; Pilot; Testing; Remote; Training

PROJECT SUMMARY / ABSTRACT Rural areas have fewer, and less well trained, health care providers than non-rural areas. Schools have become more involved in the delivery of mental health services and hold great potential for increasing access to children and adolescents. Innovations in training and service delivery are needed to improve mental health care quality and availability in rural schools. Evidence-based practices (EBPs) can be incorporated into school- wide multi-tiered systems that are currently used to improve school climate and safety. School-wide Positive Behavioral Interventions and Supports (PBIS), a service-delivery strategy based on the public health model is one example. A growing number of schools in rural areas are employing PBIS. Our research team has used PBIS to incorporate EBPs at Tier 2 for children with, or at risk for, mental health disorders. Given the large service disparities for children in rural areas, offering EBPs through PBIS can improve access and lead to better long-term outcomes. School personnel, with or without prior mental health training, can implement Tier 2 interventions with fidelity and clinical effectiveness if given adequate consultation support. In urban and suburban schools, this support can be provided to school staff on site. However, providing ongoing on-site support is not feasible or sustainable in rural schools, due to their remote physical location. For this reason, telehealth technology has been recommended for the training of behavioral health staff (BHS) in under-served rural communities. The purpose of this study is to use an iterative process (Rapid Prototyping) to develop and evaluate the appropriateness, feasibility, acceptability, and preliminary efficacy of a remote training strategy that provides resources to support use of Tier 2 EBPs and effective support for care coordination practices in rural schools. Participants will be school personnel with and without prior mental health training and K-8 students in rural schools in Pennsylvania who are deemed at risk for externalizing and internalizing mental health disorders. The Aims of the study are to (1) obtain input from school stakeholders employing community-based participatory research, (2) use the iterative rapid prototyping approach to develop an asynchronous and synchronous remote training strategy based on preliminary studies and Aim 1 data, and (3) conduct a pilot trial of a remote training strategy vs. a control condition. The study will employ a pragmatic design comprised of a mixed-method approach for Aims 1-2, and a pilot randomized clinical trial for Aim 3. Participants will be 68 behavioral health staff and 156 children in grades K- 8. The interventions to be implemented by school personnel are EBPs for the most common externalizing and internalizing mental health disorders. Our guiding framework is the Interactive Systems Framework for dissemination and implementation research. We will use data from this study to submit an R01 grant proposal to test the effectiveness of a free-standing online training platform with a large number of rural schools.

项目概要/摘要 与非农村地区相比，农村地区的医疗保健提供者较少且训练有素。学校有 更多地参与提供精神卫生服务，并在增加获得服务方面具有巨大潜力 儿童和青少年。需要在培训和服务提供方面进行创新，以改善心理健康 农村学校的护理质量和可用性。循证实践（EBP）可以纳入学校 目前用于改善学校氛围和安全的广泛的多层系统。全校积极 行为干预和支持（PBIS）是一种基于公共卫生模型的服务提供策略 一个例子。越来越多的农村地区学校正在采用 PBIS。我们的研究团队使用了 PBIS 将针对患有精神健康障碍或有精神健康障碍风险的儿童纳入第 2 级 EBP。鉴于大 农村地区儿童的服务差异，通过 PBIS 提供 EBP 可以改善获得服务的机会并导致 更好的长期成果。 学校人员，无论是否事先接受过心理健康培训，都可以忠实地实施二级干预措施 以及如果给予足够的咨询支持的临床效果。在城市和郊区的学校中，这种支持 可以在现场提供给学校工作人员。然而，提供持续的现场支持是不可行的，或者 由于地理位置偏远，农村学校可持续发展。因此，远程医疗技术已经 被建议用于对服务不足的农村社区的行为健康人员 (BHS) 进行培训。 本研究的目的是使用迭代过程（快速原型制作）来开发和评估 远程培训策略的适当性、可行性、可接受性和初步有效性，该策略提供了 支持使用第 2 级 EBP 的资源以及对农村学校护理协调实践的有效支持。 参与者将是接受过或未接受过心理健康培训的学校人员以及农村地区的 K-8 学生 宾夕法尼亚州的学校被认为面临外化和内化精神健康障碍的风险。 该研究的目的是 (1) 获取学校利益相关者的意见，采用社区为基础的 参与式研究，（2）使用迭代快速原型方法开发异步和 基于初步研究和 Aim 1 数据的同步远程培训策略，以及 (3) 进行试点 远程训练策略与控制条件的比较。 该研究将采用务实的设计，包括目标 1-2 的混合方法和试点 目标 3 的随机临床试验。参与者将是 68 名行为健康工作人员和 156 名 K-年级儿童 8. 学校人员实施的干预措施是针对最常见的外化和外化的 EBP。 内化心理健康障碍。我们的指导框架是交互式系统框架 传播和实施研究。我们将使用本研究的数据提交 R01 拨款提案 与大量农村学校一起测试独立在线培训平台的有效性。

项目成果

Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol.

制定和评估在农村学校实施心理健康循证实践的远程培训策略：试点研究方案。

• 发表时间: 2022-06-17
• 作者: Eiraldi, Ricardo;McCurdy, Barry L;Khanna, Muniya S;Goldstein, Jessica;Comly, Rachel;Francisco, Jennifer;Rutherford, Laura E;Wilson, Tara;Henson, Kathryn;Farmer, Thomas;Jawad, Abbas F
• 通讯作者: Jawad, Abbas F

Development of an Online Training Platform and Implementation Strategy for School-Based Mental Health Professionals in Rural Elementary Schools: A Mixed-Methods Study.

农村小学校本心理健康专业人员在线培训平台的开发和实施策略：混合方法研究。

• 发表时间: 2023-04-03
• 影响因子: 2.6
• 作者: Eiraldi, Ricardo;Comly, Rachel;Goldstein, Jessica;Khanna, Muniya S;McCurdy, Barry L;Rutherford, Laura E;Henson, Kathryn;Bevenour, Patrick;Francisco, Jennifer;Jawad, Abbas F
• 通讯作者: Jawad, Abbas F