Intervention development and adaptation research in school mental health refers to the process of https://www.nj.gov/education/esser/arp/ creating new interventions or modifying existing ones to better meet the needs of students in various school contexts. The paper concludes by discussing future directions for intervention development research in school mental health, emphasizing the need for continued innovation to address the complex and varied needs of students in educational settings. We review several studies from the special issue that exemplify innovative approaches to intervention adaptation, including peer-supported interventions, culturally responsive programs for specific populations, and adaptations for rural school settings. Even more important is that such partnerships offer the opportunity for districts and researchers to learn from and support each other in their work toward the shared goal of moving evidence-based programs into general practice with high-quality implementation. The initial two-day training, coupled with ongoing support and coaching and annual booster training sessions, resulted in high-quality implementation in all 21 trained elementary schools, and significant improvements in the schools’ organizational health. Interest in assessing implementation quality in school-based intervention research is increasing, but it is often viewed as a secondary or tertiary aim instead of as the focus of a study.
Daftar Isi
The Assessment Phase of the Intervention Research Framework: Selecting a Study Sample
If parents agreed for their child to participate in the larger study, they underwent informed consent and the child provided assent. In addition, students could be referred to Camp Cope-A-Lot via “teacher nomination” if the classroom teacher or guidance counselor believed the child would benefit from treatment for anxiety. Schools that agreed to participate completed informed consent procedures with study staff.
Core elements of the intervention model
A systematic review of online youth mental health promotion and prevention interventions. (2017) A review of the evidence on the effects of community-based programs on young people’s social and emotional skills development. The effects of a Dutch school-based social and emotional learning programme (SEL) on suicidality in adolescents. Moderator analysis provides evidence that interventions implemented and evaluated in the US were more effective in enhancing participants’ social and emotional adjustment than non-US interventions.
Given the mixed results, the methodological differences in the quality of reviews compared to studies should be considered before determining whether MBSIs improve academic performance with children. Strong (B grade) evidence also showed that MBSIs improved academic performance, specifically, report card grades, auditory-verbal memory, GPA, math, and social studies performance. Therefore, future studies should focus on the dosage—whether the length of intervention time, number of sessions, or total mindfulness practice time—needed for students to achieve improved attention regulation. Our review accords with previous studies (Joss et al., 2019; Nejati et al., 2015; Quaglia et al., 2019) and a recent narrative review (Renshaw & Cook, 2017) of MBSIs, which strengthens the evidence that MBSIs improve these outcomes for youth (Barnes et al., 2003; Flook et al., 2010; Mendelson et al., 2010).
For example, cognitive behavioral therapy is an evidence-based intervention for youth with anxiety or depression. The packaging involves the language used, examples provided, and visual materials that accompany implementation of many interventions. There are two common approaches to adapting interventions based on finding moderators of intervention response. Finding that glasses moderated intervention response provides the evidence necessary to warrant intervention development or adaptation efforts to enhance benefits for students who wear glasses.
As implementers become more familiar with an intervention, their ability to understand the intervention has implications for how it will be delivered (Dusenbury et al, 2003; Pankratz et al, 2002; Rogers, 2003). Research suggests that programs requiring special skill and coordination among many people (high in complexity) are less likely to be perceived by the implementing staff as effective and are less likely to be maintained over time (Dusenbury et al, 2003). Related to this is the perception that the program is better than the current practice (Elias et al, 2003; Pankratz et al, 2002; Parcel et al, 1991; Ringwalt et al, 2003) and that the program is compatible with the values, needs, mission, and experiences of the institution (Pankratz et al, 2002; Rogers, 2003).
- Furthermore, 18 studies employed treatment-as-usual controls, 11 utilized wait-list controls, 6 incorporated no-intervention controls, and 3 applied positive controls (see Table 3).
- A secondary aim was to assess the impact of moderating variables on programme outcomes.
- With improved self-concept and social competence, students can pay attention without judgment to what is happening with themselves and with others (Schonert-Reichl et al., 2015).
- For example, time for practices is shorter; they incorporate multiple sensory modalities into activities, and rely on simplified metaphors to communicate difficult concepts; and there is more time for explaining key concepts (Burke, 2010; Felver et al., 2013).
In terms of population characteristics, 26 studies focused on adolescents, 8 studies focused on children, and the remaining 4 studies included mixed populations. Seventeen studies were excluded from the meta-analysis due to a lack of available data (34–38, 53–85) (see Figure 1). Any disagreements arising during the study selection and data extraction processes were addressed through consultation with the corresponding author (SL). The study selection and data extraction were performed by two independent researchers (CYC and ZYM).