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E-2 Diffusion of Successful School Mental Health Programs (BT)

This "first draft" collection or research references, reports and resources has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. This initial collection has been formatted in accordance with the outline for bibliographies/ toolboxes relating to health,safety and social development issues used in this knowledge exchange program. However, please post a comment or create another sub-section or page if the outline does not fit with your approach to these topics.

E-2 Use of Diffusion and Education Change Knowledge/Theory

Research	Reports/Resources
Flaspohler PD, Anderson-Butcher D, Bean J, Burke RW, Paternite CE (2008)Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices,Advances in School Mental Health Promotion, Vol 1, Issue I, 16-27 Buddhirakkul P, Suchaxaya P, Srisuphan W, Chanprasit C.(2007)Factors associated with the success in implementing health promoting schools.Thai Journal of Nursing Research 2007;11(3):214-25 Adelman, H.S. & Taylor, L. (1999).Mental Health in Schools and System Restructuring. Clinical Psychology Review, Vol 19, No 2 137-163 Elias, M.J., Zins, J.E., Graczyk, P.A., & Weissberg, R.P. (2003).Implementation, sustainability and scaling up of social-emotional and academic innovations in public schools.School Psychology Review, 32,303-319 Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).Implementation Research: A Synthesis of the Literature.Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006).School Predictors of the Intensity of Implementation of School-Based Prevention Programs: Results from a National Study. Prevention Science Volume 7, Number 2 / June, 2006 Schaeffer, C.M., Bruns, E., Weist, M., Stephan, S.H., Goldstein, J., & Simpson, Y. (2005)Overcoming challenges to using evidence based interventions in schools.Journal of Youth and Adolescence, 34,15-22 Green, L.W., Kreuter, M.W. (1991).Health Promotion Planning: An Educational and Environmental Approach. 2nd Edition. Mountainview, CA: Mayfield Fullan, M. (1991).The New Meaning of Educational Change. Toronto, ON: OISE Press Gingiss, P.M., Roberts-Gray, C., Boerm, M. (2006).Bridge-It: A system for predicting implementation fidelity for school-based tobacco prevention programs.Prev Sci, May 23. Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006).Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues.Health Education Research, 21(5), 688-694 Gingiss, P.L. (1993).Peer coaching: Building collegial support for using innovative health programs.Journal of School Health, 63(2), 79-85 Greenhalgh,J., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O. (2004).Diffusion of innovations in service organizations: Systematic review and recommendations.The Milbank Quarterly, 83(1), 177-178 McCormick, L.K., Steckler, A.B., McLeroy, K.R. (1995).Diffusion of innovations in schools. A study of adoption and implementation of school-based tobacco prevention curricula.American Journal of Health Promotion, 9(3), 210-219. Grimshaw, J. M., Thomas, R. E., MacLennan, G., Fraser, C., Ramsay, C. R., Yale, L. et al. (2004).Effectiveness and efficiency of guideline dissemination and implementation strategies.Health Technology Assessment, Feb;8(iii-iv), 1-72 Ennett, S.T., Ringwalt, C. L., Thorne, J., Rohrbach, L.A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003).A comparison of current practice in school-based substance use prevention programs with meta-analysis findings.Prevention Science,4(1), 1-14 Hallfors, D., Cho, H., Sanchez, V., Khatapoush, S., Kim, H. M., & Bauer, D. (2006).Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: Implications for public health.American Journal of Public Health, 96(12), 2254-2259. Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W.B. (2003).A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings.Health Education Research: Theory and Practice,18(2), 237-256 Reimer, B., Sawka, E., James, D. (2005).Improving research transfer in the addictions field: A perspective from Canada.Substance use and Misuse, 40(11), 1707-1720. Rogers, E. M. (1995).Diffusion of drug abuse prevention programs: Spontaneous diffusion, agenda setting, and reinvention.NIDA Research Monograph, 155, 90-105.	Adelman, H.S. & Taylor, L.Frameworks for Systemic transformation of Student and learning Supports. Los Angeles, Center for Mental Health in Schools Effective Disseminationreport:Systematic Review of Implementation Strategies for the AOD FieldNational Centre for Education and Training on Addiction (NCETA) Australia This report is the firstpart of a 3-part series.Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models ofChange for Research Dissemination. This report covers these methods of dissemination: -Professional interventions, including; educational materials, local consensus development, educational meetings, educational outreach visits, local opinion leaders/product champions, patient mediated interventions, prompts/reminders and decision support, audit and feedback, financial incentives, electronic educational resources -Organizational interventions, including; records and office systems, multi-disciplinary approaches, alternative care approaches, continuous daily quality improvement - Other interventions, including; mailouts and multi-faceted approaches Effective DisseminationReport:An Examination of the Costs of Implementation Strategies for the AOD FieldNational Centre for Education and Training on Addiction (NCETA) Australia This report is the second part of a 3-part series. Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models of Change for Research Dissemination. This report discusses the cost benefits and cost-effectiveness of the different interventions discussed in Part One. Canadian Example. The school districts and social service providers in the Algoma District of Northern Ontario, Canada, have come together todevelop a collaborative / integrated service delivery model of evidence-based practice that leverages available expertise and resources to realize outcomes far beyond what individual organizations can achieve in isolation. Our presentation will explain how we are moving forward this voluntary collaboration – without additional resources or mandates by which to leverage change. We will share a research informed model of change management (Heath and Heath, 2010). The service modeldeveloped in Algoma uses a population health approach to implementing a full continuum of integrated supports and services that reduce barriers to learning, enhance students’ mental health, and build resilience. Our approach involves diverse stakeholders in developing a range of school-based mental health services. It sets a system-wide standard that evidence-based service models, which demonstrate their efficacy through evaluation, will be employed.

Research

Reports/Resources

Flaspohler PD, Anderson-Butcher D, Bean J, Burke RW, Paternite CE (2008)Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices,Advances in School Mental Health Promotion, Vol 1, Issue I, 16-27

Buddhirakkul P, Suchaxaya P, Srisuphan W, Chanprasit C.(2007)Factors associated with the success in implementing health promoting schools.Thai Journal of Nursing Research 2007;11(3):214-25

Adelman, H.S. & Taylor, L. (1999).Mental Health in Schools and System Restructuring. Clinical Psychology Review, Vol 19, No 2 137-163

Elias, M.J., Zins, J.E., Graczyk, P.A., & Weissberg, R.P. (2003).Implementation, sustainability and scaling up of social-emotional and academic innovations in public schools.School Psychology Review, 32,303-319

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).Implementation Research: A Synthesis of the Literature.Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006).School Predictors of the Intensity of Implementation of School-Based Prevention Programs: Results from a National Study. Prevention Science Volume 7, Number 2 / June, 2006

Schaeffer, C.M., Bruns, E., Weist, M., Stephan, S.H., Goldstein, J., & Simpson, Y. (2005)Overcoming challenges to using evidence based interventions in schools.Journal of Youth and Adolescence, 34,15-22

Green, L.W., Kreuter, M.W. (1991).Health Promotion Planning: An Educational and Environmental Approach. 2nd Edition. Mountainview, CA: Mayfield

Fullan, M. (1991).The New Meaning of Educational Change. Toronto, ON: OISE Press

Gingiss, P.M., Roberts-Gray, C., Boerm, M. (2006).Bridge-It: A system for predicting implementation fidelity for school-based tobacco prevention programs.Prev Sci, May 23.

Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006).Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues.Health Education Research, 21(5), 688-694

Gingiss, P.L. (1993).Peer coaching: Building collegial support for using innovative health programs.Journal of School Health, 63(2), 79-85

Greenhalgh,J., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O. (2004).Diffusion of innovations in service organizations: Systematic review and recommendations.The Milbank Quarterly, 83(1), 177-178

McCormick, L.K., Steckler, A.B., McLeroy, K.R. (1995).Diffusion of innovations in schools. A study of adoption and implementation of school-based tobacco prevention curricula.American Journal of Health Promotion, 9(3), 210-219.

Grimshaw, J. M., Thomas, R. E., MacLennan, G., Fraser, C., Ramsay, C. R., Yale, L. et al. (2004).Effectiveness and efficiency of guideline dissemination and implementation strategies.Health Technology Assessment, Feb;8(iii-iv), 1-72

Ennett, S.T., Ringwalt, C. L., Thorne, J., Rohrbach, L.A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003).A comparison of current practice in school-based substance use prevention programs with meta-analysis findings.Prevention Science,4(1), 1-14

Hallfors, D., Cho, H., Sanchez, V., Khatapoush, S., Kim, H. M., & Bauer, D. (2006).Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: Implications for public health.American Journal of Public Health, 96(12), 2254-2259.

Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W.B. (2003).A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings.Health Education Research: Theory and Practice,18(2), 237-256

Reimer, B., Sawka, E., James, D. (2005).Improving research transfer in the addictions field: A perspective from Canada.Substance use and Misuse, 40(11), 1707-1720.

Rogers, E. M. (1995).Diffusion of drug abuse prevention programs: Spontaneous diffusion, agenda setting, and reinvention.NIDA Research Monograph, 155, 90-105.

Adelman, H.S. & Taylor, L.Frameworks for Systemic transformation of Student and learning Supports. Los Angeles, Center for Mental Health in Schools

Effective Disseminationreport:Systematic Review of Implementation Strategies for the AOD FieldNational Centre for Education and Training on Addiction (NCETA) Australia This report is the firstpart of a 3-part series.Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models ofChange for Research Dissemination. This report covers these methods of dissemination:
-Professional interventions, including; educational materials, local consensus development, educational meetings, educational outreach visits, local opinion leaders/product champions, patient mediated interventions, prompts/reminders and decision support, audit and feedback, financial incentives, electronic educational resources
-Organizational interventions, including; records and office systems, multi-disciplinary approaches, alternative care approaches, continuous daily quality improvement
- Other interventions, including; mailouts and multi-faceted approaches
Effective DisseminationReport:An Examination of the Costs of Implementation Strategies for the AOD FieldNational Centre for Education and Training on Addiction (NCETA) Australia This report is the second part of a 3-part series. Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models of Change for Research Dissemination. This report discusses the cost benefits and cost-effectiveness of the different interventions discussed in Part One.
Canadian Example. The school districts and social service providers in the Algoma District of Northern Ontario, Canada, have come together todevelop a collaborative / integrated service delivery model of evidence-based practice that leverages available expertise and resources to realize outcomes far beyond what individual organizations can achieve in isolation. Our presentation will explain how we are moving forward this voluntary collaboration – without additional resources or mandates by which to leverage change. We will share a research informed model of change management (Heath and Heath, 2010). The service modeldeveloped in Algoma uses a population health approach to implementing a full continuum of integrated supports and services that reduce barriers to learning, enhance students’ mental health, and build resilience. Our approach involves diverse stakeholders in developing a range of school-based mental health services. It sets a system-wide standard that evidence-based service models, which demonstrate their efficacy through evaluation, will be employed.

dmccall	Latest page update: made by dmccall , Nov 14 2011, 6:08 PM EST (about this update About This Update Edited by dmccall 136 words added view changes - complete history)
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