Consultation and Coaching to Increase the Uptake of Evidence-Based Practices: Introduction to the Special Issue
School Mental Health - 2015
Tóm tắt
Traditional approaches to school consultation involve a voluntary, collaborative relationship between a consultant and teacher consultee to develop interventions for students with special needs, often over long periods, with ongoing problem solving and performance feedback. However, with the advent of multi-tiered systems of support, school consultation has evolved into a strategy to support the systemic adoption of evidence-based practices (EBPs). With this shift, consultants increasingly fulfill the role of coach, moving beyond traditional collaborative relationships to address the professional development needs of consultees. Consequently, researchers examining school consultation have moved beyond questions of feasibility and acceptability and have entered a new era of implementation science. This special issue of School Mental Health examines contemporary applications of school consultation and coaching in support of EBP implementation. The five original research articles in the special issue advance the literature in this developing field.
Từ khóa
Tài liệu tham khảo
Becker, K. D., Bradshaw, C., Domitrovich, C., & Ialongo, N. S. (2013). Coaching teachers to improve implementation of the good behavior game. Administration and Policy in Mental Health and Mental Health Services Research, 40, 482–493. doi:10.1007/s10488-013-0482-8.
Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science & Practice, 17, 1–30. doi:10.1111/j.1468-2850.2009.01187.x.
Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M., & Erkanli, A. (1995). Children’s mental health services use across service sectors. Health Affairs, 14(3), 147–159. doi:10.1377/hlthaff.14.3.147.
Capella, E., Hamre, B., Kim, H., Henry, D., Frazier, S., Atkins, M., & Schoenwald, S. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80, 597–610. doi:10.1037/a0027725.
Coles, E. K., Owens, J. S., Serrano, V. J., Slavec, J., & Evans, S. W. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health. doi:10.1007/s12310-015-9143-2.
Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health. doi:10.1007/s12310-014-9139-3.
Eccles, M. P., & Mittman, B. S. (2006). Welcome to implementation science. Implementation Science, 1(1), 1–3. doi:10.1186/1748-5908-1-1.
Erchul, W. P. (2015). Put me in coach: Observations on selected studies implementing supportive interventions to teachers. School Mental Health. doi:10.1007/s12310-015-9144-1.
Erchul, W. P., & Raven, B. H. (1997). Social power in school consultation: A contemporary view of French and Raven’s bases of power model. Journal of School Psychology, 35(2), 137–171. doi:10.1016/s0022-4405(97)00002-2.
Erchul, W. P., Raven, B. H., & Ray, A. G. (2001a). School psychologists’ perceptions of social power bases in teacher consultation. Journal of Educational and Psychological Consultation, 12, 1–23. doi:10.1207/s1532768xjepc1201_01.
Erchul, W. P., Raven, B. H., & Whichard, S. M. (2001b). School psychologists and teachers perceptions of social power bases in school consultation. Journal of School Psychology, 39, 483–497. doi:10.1016/s0022-4405(01)00085-1.
Erchul, W. P., Raven, B. H., & Wilson, K. E. (2004). The relationship between gender of consultant and social power perceptions within school consultation. School Psychology Review, 33, 582–590.
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. (FMHI Publication #231). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developer’s views of implementation barriers and facilitators. School Mental Health, 1, 26–36.
Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., et al. (2013). Implementation science and school psychology. School Psychology Quarterly, 28, 77–100. doi:10.1037/spq0000019.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi:10.1037/0003-066x.58.6-7.466.
Greenhalgh, T., Robert, G., MacFarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82, 581–629. doi:10.1111/j.0887-378x.2004.00325.x.
Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63, 146–159. doi:10.1037/0003-066x.63.3.146.
Mashburn, A., Downer, J., Hamre, B., Justice, L., & Pianta, R. (2010). Consultation for teachers and children’s language and literacy development during pre-kindergarten. Applied Developmental Science, 14, 179–196. doi:10.1080/10888691.2010.516187.
Miller, W. R., Yahne, C. E., Moyers, T. B., Marinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting and Clinical Psychology, 72, 1050–1062. doi:10.1037/0022-006x.72.6.1050.
National Association of School Psychologists. (2008). The importance of school mental health services (position statement). Bethesda, MD: National Association of School Psychologists.
Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, 271–284. doi:10.1901/jaba.2000.33-271.
Owens, J. S., Lyon, A. R., Brandt, N. C., Warner, C. M., Nadeem, E., Spiel, C., & Wagner, M. (2013). Implementation science in school mental health: Key constructs in a developing research agenda. School Mental Health, 6(2), 99–111. doi:10.1007/s12310-013-9115-3.
Pas, E. T., Bradshaw, C. P., Becker, K. D., Domitrovich, C. E., Berg, J., Musci, R., & Ialongo, N. S. (2015). Identifying patterns of coaching to support the implementation of the Good Behavior Game: The role of teacher characteristics. School Mental Health. doi:10.1007/s12310-015-9145-0.
President’s New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming mental health care in America. Final report (DHHS Publication No. SMA-03-3832). Rockville, MD: U.S. Department of Health and Human Services. doi: 10.1037/e513572010-001
Raver, C. C., Jones, S. T., Li-Grining, C., Zhai, F., Metzger, M., & Solomon, B. (2009). Targeting children’s behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77, 302–316. doi:10.1037/a0015302.
Ravthon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes (2nd ed.). New York: Guildford.
Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241. doi:10.1023/a:1026425104386.
Schoenwald, S. K., Sheidow, A. S., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes. Journal of Child and Adolescent Clinical Psychology, 33, 94–104. doi:10.1207/s15374424jccp3301_10.
Schultz, B. K., Reisweber, J., & Cobb, H. (2008). Mental health consultation in secondary schools. In S. Evans, M. Weist, & Z. Serpell (Eds.), Advances in school-based mental health interventions (Vol. 2). New York: Civic Research Institute.
Shernoff, E. S., Lakind, D., Frazier, S. L., & Jacobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed-method study. School Mental Health. doi:10.1007/s12310-014-9136-6.
Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41, 160–175.
Sutherland, K. S., Conroy, M. A., Vo, A., & Ladig, C. (2015). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS efficacy trial. School Mental Health. doi:10.1007/s12310-014-9134-8.
van Oorsouw, W., Embregts, P., Bosman, A. M. T., & Jahoda, A. (2009). Training staff serving clients with intellectual disabilities: A meta-analysis of aspects determining effectiveness. Research in Developmental Disabilities, 30, 503–511. doi:10.1016/j.ridd.2008.07.011.
Weissman, M. M., Verdeli, H., Gameroff, M. J., Bledsoe, S. E., Betts, K., Mufson, L., et al. (2006). National survey of psychotherapy training in psychiatry, psychology, and social work. Archives of General Psychiatry, 63, 925–934. doi:10.1001/archpsyc.63.8.925.