A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices

González, Jorge E.; Stoiber, Karen Callan; Clayton, Rebecca J.; Keller‐Margulis, Milena A.; Reddy, Linda A.; Forman, Susan G.

doi:10.1080/21683603.2019.1668317

Cited by 7 publications

(14 citation statements)

References 48 publications

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“…Having access to guidance resources such as manuals or handbooks [53,74], was reported as a valuable supportive tool, along with shared learning resources [56], or practical documents to use with clients [74]. Participants were reassured by having materials to refer to, and monitor their own usage of the training [52].…”

Section: Synthesised Findingsmentioning

confidence: 99%

“…Trainers should also be experts in the topic they are delivering: learning is best facilitated by a high quality trainer [39,68] who is knowledgeable and passionate about the subject matter [43]. Indeed, a lack of expertise can limit the potential of the training, influencing its subsequent transfer to practice [56].…”

Section: Synthesised Findingsmentioning

confidence: 99%

“…Accessibility is an important concept to explore further. Training information should be easy to understand [39]; unclear language or jargon should be thoroughly explained [56]. Special attention should be given to supporting those using online or digital materials [74].…”

Section: Synthesised Findingsmentioning

confidence: 99%

“…The level of difficulty should be appropriate, as it is frustrating for trainees when they are already familiar with the content [63]. Good communication should exist between trainers: their agreement on what needs to be covered [56] should ensure comprehensive yet relevant coverage [74].…”

Section: Synthesised Findingsmentioning

confidence: 99%

“…Elements of training were seen as unhelpful if delivery simply would not work "on the ground", due to, for example, time constraints [74]. Extra care should be taken with interventions that were designed in research settings, to ensure that they are adaptable to local realities [56]. Immediate practical application of skills leads to training being viewed positively, as well as maximising its effectiveness [41].…”

Section: Synthesised Findingsmentioning

confidence: 99%

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Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

2021

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Background The increasing prevalence of mental health difficulties among children and young people (CYP) suggests that early intervention is vital. A comprehensive system of care and support requires the involvement of mental health professionals, including psychologists and psychiatrists, and allied professionals, including teachers, police, and youth workers. A critical starting point is the provision of effective training, in order that these professionals can better support the mental health needs of the CYP that they encounter. Objectives Given the primacy of training in the CYP mental health support system, understanding the factors that maximise potential gains and facilitate uptake is pertinent. The current review therefore located and explored qualitative research evidence, to identify the barriers and facilitators underpinning successful delivery and implementation of training focussed on the mental health of CYP, for both mental health and allied professionals. Methods A systematic review and qualitative meta-aggregation were conducted. Systematic searches were carried out using ASSIA, EMBASE, MEDLINE, NICE Evidence, PsycINFO, and Scopus databases, for papers published between 2000 and 2020. Twelve thousand four hundred forty-eight records were identified, of which 39 were eligible for review. The records were appraised for quality using the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research, and synthesised using the qualitative meta-aggregation method. Results One hundred eighty-two raw findings were extracted from the 39 papers, which were condensed into 47 sub-categories, 19 categories, and finally 5 synthesis statements. These synthesis statements reflected the barriers and facilitators influencing the training delivery process (“support”; “content, design, and planning”), and the implementation of training into the workplace (“context”; “perceived value”; “organisational factors”). Conclusions The synthesis statements and underlying categories provide practical recommendations for those designing, delivering, or implementing CYP mental health training. Recommendations ranged from facilitating peer support during training, to the idea that training will be better implemented when perceived need is high. The review provides a robust evidence-based foundation to “common-sense” principles, drawing them into a coherent and organised framework using a synthesis method grounded in pragmatism. Protocol registration number PROSPERO reference ID: CRD42020162876.

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Section: Synthesised Findingsmentioning

confidence: 99%

Section: Synthesised Findingsmentioning

confidence: 99%

Section: Synthesised Findingsmentioning

confidence: 99%

Section: Synthesised Findingsmentioning

confidence: 99%

Section: Synthesised Findingsmentioning

confidence: 99%

See 3 more Smart Citations

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

2021

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Characteristics of students who require elementary school counselors’ support owing to developmental disorders

Hirata

Ozawa

2023

Heliyon

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School considerations for children with heart disease during the COVID-19 pandemic.

Brosig¹,

Stoiber²,

Landry³

et al. 2022

School Psychology

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This article presents data on Coronavirus disease (COVID-19)-related learning, health, and mental health concerns of 134 families of children with heart disease (HD), the most common birth defect, who are followed by a unique hospital-based Educational Achievement Partnership Program (EAPP) designed to serve as a liaison across the family, the child's medical team, and school. At-school, remote, and hybrid learning alternatives prompted by the COVID-19 pandemic presented families with an especially complex decision to make for children with HD due to competing complications in this population: Increased susceptibility to illness, greater risk of neuropsychological problems, and higher level of individualized education services that are not readily transferable to a home learning platform. Parents of school-aged children with HD completed a survey about COVID-19-related school support needs as part of a quality improvement project. Survey results revealed 51% of children would learn from home during the 2020-2021 school year due to concerns about the child's underlying health condition, indicating a marked change in schooling modality compared to prior years (4% in 2019). Nearly 75% of families requested medical guidance for COVID-19-related school health and education plan addendums. Seventy-three percent of families had mental health concerns about their child; severity of HD was related to families' reports about mental health concerns. Findings suggest follow-up is needed by school psychologists and medical consultative collaborative partners to support the transition back to in-person schooling after the COVID-19 pandemic concludes and to identify long-term educational consequences of disrupted learning during this period. Impact and ImplicationsFindings based on a survey of families of children with heart disease offer a unique contribution in addressing the needs of a group of students considered to be at higher risk for complications resulting from COVID-19. The results provide insights into the ways the pandemic exacerbates health, educational, and mental health issues that families of children with medical conditions confront. Findings highlight the benefit of prevention and intervention approaches aimed at improving service coordination and health management across medical professionals, school psychologists, and other school-based support practitioners, and families of children with chronic health conditions.

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A qualitative analysis of school psychology trainers’ perspectives on evidence-based practices

Cited by 7 publications

References 48 publications

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation

Characteristics of students who require elementary school counselors’ support owing to developmental disorders

School considerations for children with heart disease during the COVID-19 pandemic.

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