Examining Facilitators and Barriers to Evidence-Based Professional Practice by Mental Health Providers in Schools

Autor/in	Flegge, Lindsay G.
Titel	Examining Facilitators and Barriers to Evidence-Based Professional Practice by Mental Health Providers in Schools
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.566-591 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flegge, Lindsay G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22783
Schlagwörter	Evidence Based Practice; Mental Health Programs; School Health Services; School Counseling; School Counselors; Counseling Services; Barriers; School Psychologists; School Social Workers; Standards; Continuing Education; Graduate Study; Publications; Student Needs; Access to Information; Therapy; Supervision; Intervention + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Social work in school; Schulsozialarbeiter; Standard; Weiterbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Therapie
Abstract	This exploratory study surveyed school mental health providers across the United States to examine their perception of the facilitators and the barriers to evidence-based professional practice (EBPP) when offering mental health services to students in schools and to identify any group differences of these perceptions. A national sample of school counselors, school psychologists, and social workers (N=303, 86.5% female) was surveyed using an original questionnaire. Results of the study identified 12 perceived facilitators to EBPP: educational and professional standards, continuing education training, graduate school training, personal theoretical orientation, publications from professional organizations, individual student needs, peer support from coworkers, providing supervision to other professionals, access to research, access to resources to provide specific programs and interventions, student preferences, and use of treatment plans. No perceived barriers to EBPP were identified when looking at the whole sample. However, an examination of specific groups within the study revealed two barriers: use of treatment plans and providing supervision to other professionals. Findings provide an updated understanding of perceived facilitators and barriers to EBPP and set the stage for future interventions targeting these factors. Implications and future research directions are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01