ABSTRACT
The purpose of this study was to inform the continued development and refinement of the Resilience Education Program (REP), a Tier 2 targeted intervention for students in grades 4–8 exhibiting early signs of internalizing problems. Parents (n = 7), teachers (n = 7), school mental health professionals (n = 11), and researchers (n = 6) participated in focus groups to provide feedback on the REP intervention. During focus groups, we used a modified nominal group technique to elicit participant feedback regarding REP feasibility, usability, and potential effectiveness. We used qualitative analysis to identify major and minor thematic categories in participant responses. We identified 7 major and 17 minor categories for parent perceptions of REP. For the teacher, school mental health professional, and researcher perceptions about REP, we identified 8 major and 20 minor categories. Categories addressed REP’s strengths and limitations, implementation considerations, and strategies to increase engagement. Categories spoke to the potential for REP to promote student outcomes but also underscored the need for enhancements to ensure REP’s effectiveness and sustained implementation in schools. We have subsequently used comments from parents, teachers, school mental health professionals, and researchers to identify ways to revise and expand REP.