Abstract
While the number and scope of evidence-based health, education, and mental health services continues to grow, the movement
of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper
is to describe and present initial support for a prevention support system designed to promote high-quality implementation
of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school-based prevention
support system are discussed, including key structures and activities undertaken to identify, select, and provide technical
assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation
support for 5 different evidence-based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment.
Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation
of effective practices and initiatives and provide valuable insight into the development of results-oriented approaches to
prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research
and action steps for this school-based prevention support system.
of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper
is to describe and present initial support for a prevention support system designed to promote high-quality implementation
of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school-based prevention
support system are discussed, including key structures and activities undertaken to identify, select, and provide technical
assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation
support for 5 different evidence-based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment.
Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation
of effective practices and initiatives and provide valuable insight into the development of results-oriented approaches to
prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research
and action steps for this school-based prevention support system.
- Content Type Journal Article
- Category Original Paper
- Pages 1-17
- DOI 10.1007/s10464-012-9520-z
- Authors
- Paul D. Flaspohler, Department of Psychology and Center for School-Based Mental Health Programs, Miami University, Oxford, OH, USA
- Cricket Meehan, Department of Psychology and Center for School-Based Mental Health Programs, Miami University, Oxford, OH, USA
- Melissa A. Maras, Department of Educational, School and Counseling Psychology, University of Missouri, Columbia, MO, USA
- Kathryn E. Keller, The Health Foundation of Greater Cincinnati, Cincinnati, OH, USA
- Journal American Journal of Community Psychology
- Online ISSN 1573-2770
- Print ISSN 0091-0562