Factors That Influenced Adoption of a School-Based Trauma-Informed Universal Mental Health Intervention

Autor/inn/en	Arnold, Kimberly T.; Pollack Porter, Keshia M.; Frattaroli, Shannon; Durham, Rachel E.; Mmari, Kristin; Clary, Laura K.; Mendelson, Tamar
Titel	Factors That Influenced Adoption of a School-Based Trauma-Informed Universal Mental Health Intervention
Quelle	(2020), (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Arnold, Kimberly T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1389-4986
Schlagwörter	Intervention; Mental Health; Prevention; School Health Services; Trauma; Urban Schools; Public Schools; Metacognition; Clubs; Grade 8; Program Effectiveness; Coping; Financial Support; Barriers; Early Adolescents; Administrator Attitudes; Context Effect; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Psychohygiene; Prävention; Vorbeugung; Schuleingangsuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Club; Klub; School year 08; 8. Schuljahr; Schuljahr 08; Bewältigung; Finanzielle Förderung
Abstract	We know little about why school administrators choose to adopt preventive mental health interventions within the context of school-based prevention trials. This study used a qualitative multiple-case study design to identify factors that influenced the adoption of a trauma-informed universal intervention by urban public school administrators during an efficacy trial. Semi- structured interviews were conducted with 15 school administrators who adopted a trauma-informed mindfulness intervention called RAP (Relax, be Aware, and do a Personal Rating) Club as part of their participation in a school-based trial with eighth graders. Findings indicated that administrators adopted RAP Club to provide support for students affected by trauma and prevent students from engaging in unhealthy coping behaviors. Examples of contextual factors that contributed to adoption included a lack of trauma-informed mental health programs within schools, inadequate district funding for preventive school mental health services, and the perceived benefits of engaging in a university-community partnership. The study's findings suggest strategies to increase school program adoption in the context of research and, more broadly, for implementation science. [This is the online first version of an article published in "Prevention Science."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01