Acceptability, Implementation, and Perceived Utility of a School-Based Cognitive-Behavioral Intervention: A Qualitative Feasibility Study

Autor/inn/en	Tilley, Micah A.; Montreuil, Tina
Titel	Acceptability, Implementation, and Perceived Utility of a School-Based Cognitive-Behavioral Intervention: A Qualitative Feasibility Study
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2409-2429 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tilley, Micah A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22870
Schlagwörter	Cognitive Restructuring; Behavior Modification; Intervention; Feasibility Studies; Coping; Elementary School Students; Barriers; Program Implementation; Program Effectiveness; Relaxation Training + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Bewältigung; Entspannungstraining
Abstract	Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a cognitive-behavioral school-based intervention. Thematic analysis was used to evaluate the feasibility of the program, with a focus given to acceptability, implementation, and perceived utility. School-based facilitators (n = 10) provided data via weekly checklists. At the end of the program, facilitators also completed an online survey, and elementary students (n = 186) completed a questionnaire and open-ended worksheet. Results indicated that the program was feasible for teaching important coping skills to elementary school students. While there were specific challenges and barriers reported regarding program implementation, the program was deemed useful, engaging, and beneficial for students overall. These findings provide invaluable information from key stakeholders that will permit revisions and improvements to the program post-validation. This study also serves to further bridge the research-to-practice gap by incorporating facilitator and student perspectives into existing interventions to ensure the successful and sustained transfer of clinical practice into the school setting. (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