Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices

Flaspohler, Paul; Anderson-Butcher, Dawn; Bean, Jerry; Burke, Robert W.; Paternite, Carl E.

doi:10.1080/1754730x.2008.9715719

Cited by 16 publications

(10 citation statements)

References 29 publications

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“…Teams that attended the RFP meeting were provided with the planning grant application and access to an online readiness assessment that included an adaptation of the Ohio Community Collaboration Model for School Improvement Readiness Assessment Tool (OCCMSI; Flaspohler et al 2008a); the Collective Efficacy Scale (Goddard et al 2000); and items from the Strengths-Based Practices Inventory (SBPI; Green et al 2004). Teams that attended the RFP meeting were provided with the planning grant application and access to an online readiness assessment that included an adaptation of the Ohio Community Collaboration Model for School Improvement Readiness Assessment Tool (OCCMSI; Flaspohler et al 2008a); the Collective Efficacy Scale (Goddard et al 2000); and items from the Strengths-Based Practices Inventory (SBPI; Green et al 2004).…”

Section: Readinessmentioning

confidence: 99%

“…During the RFP meeting, participants were provided with an overview of the initiative, a description of expectations of participating schools, and a summary of the selection and implementation process, including the supports provided by the MU PSS. Teams that attended the RFP meeting were provided with the planning grant application and access to an online readiness assessment that included an adaptation of the Ohio Community Collaboration Model for School Improvement Readiness Assessment Tool (OCCMSI; Flaspohler et al 2008a); the Collective Efficacy Scale (Goddard et al 2000); and items from the Strengths-Based Practices Inventory (SBPI; Green et al 2004). The assessment tools used in the readiness assessment measured perceptions about schools' capacity and ability to implement a program presently (OCCMSI Readiness Assessment Tool), teachers' ability to work together effectively and efficiently (Collective Efficacy Scale), and positive and supportive practices among staff members (Strengths-Based Practices Inventory).…”

Section: Readinessmentioning

confidence: 99%

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Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Flaspohler

Meehan

Maras

et al. 2012

American J of Comm Psychol

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While the number and scope of evidence-based health, education, and mental health services continues to grow, the movement of these practices into schools and other practice settings remains a complex and haphazard process. The purpose of this paper is to describe and present initial support for a prevention support system designed to promote high-quality implementation of whole school prevention initiatives in elementary and middle schools. The function and strategies of a school-based prevention support system are discussed, including key structures and activities undertaken to identify, select, and provide technical assistance to school personnel. Data collected over a 5 year period are presented, including evidence of successful implementation support for 5 different evidence-based programs implemented with fidelity at 12 schools and preliminary evidence of goal attainment. Findings suggest the ongoing collection of information related to organizational readiness assists in the adoption and implementation of effective practices and initiatives and provide valuable insight into the development of results-oriented approaches to prevention service delivery. Problems, progress, and lessons learned through this process are discussed to frame future research and action steps for this school-based prevention support system.

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Section: Readinessmentioning

confidence: 99%

Section: Readinessmentioning

confidence: 99%

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Flaspohler

Meehan

Maras

et al. 2012

American J of Comm Psychol

View full text Add to dashboard Cite

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“…Namely, there were statistical and meaningful differences between schools (ES ranged from 0.98 to 1.46). This is a particularly important finding as it provides an initial foundation for using brief assessments when trying to identify schools that would be most ready for and open to piloting a new project, rather than more arduous processes like those described by Flaspohler et al, (2008) and Robbins et al, (2004). The qualitative reports from the directors of special education and the superintendents further strengthen the validity of the COS for this purpose.…”

Section: Discussionmentioning

confidence: 75%

“…Given the increased attention to mental health programming in the recent years, some researchers have acknowledged the utility of assessing readiness when deciding how to allocate funds and/or training resources to schools (Flaspohler et al, 2008;Robbins, Collins, Liaupsin, Illback, & Call, 2004;Short & Fortier, 2015). Knowledge regarding potential obstacles to successful change may be useful to administrators when rolling out federal policy and mandates, as well as when prioritizing a limited number of school buildings in which to pilot a new resource or program.…”

Section: Readiness For Change In School Mental Health Researchmentioning

confidence: 99%

“…In reviewing the school-based literature on readiness, there have been two major categories of study: (1) the use of baseline readiness assessments to select pilot schools for systems reform, and (2) assessing readiness or its components in relation to school climate variables. Flaspohler et al (2008) and Robbins et al (2004) conducted baseline readiness assessments with the aim of identifying elementary school communities that had initial capacities in place to maximize their likelihood of success in implementation of an initiative. However, the authors of these studies reported few empirical results associated with the readiness assessment or how it related to outcomes, and instead provided a detailed qualitative account of their process.…”

Section: Readiness For Change In School Mental Health Researchmentioning

confidence: 99%

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Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Hustus

2018

Child Youth Care Forum

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Readiness for change, defined as "the cognitive precursor to the behaviors of either resistance to, or support for, a change effort" (Armenakis, Harris, & Mossholder, 1993), can serve as a facilitator or barrier to dissemination of evidence-based services. Limited research has been conducted to understand the role of readiness for change in educational contexts and its relationship to the success of evidence-based school mental health (SMH) initiatives. The current study examined three community's (i.e. teachers, school mental health staff, and principals) readiness for change in schools from the perspective of three key informant groups. Participants were recruited from 11 elementary schools in Ohio and included school administrators (n=13), teachers (n=194), and school mental health staff (n=47). All participants completed a modified version of Change Orientation Scale (COS; Kearney & Smith, 2009), and answered questions about their use of a specific positive behavior support strategy and their participation in a recent school mental health initiative. Replicating previous work, the subscales of the COS exhibited good to excellent internal consistency (αs = .85-92). Results demonstrated variability in COS scores across schools, suggesting that COS scores may be used to identify schools that are ready for adoption of a new initiative. Differences were detected among informant's perceptions of readiness and among community readiness levels.

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Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

Arora

Connors

George

et al. 2016

Clin Child Fam Psychol Rev

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Evidence-based assessment (EBA) is a critically important aspect of delivering high-quality, school-based mental health care for youth. However, research in this area is limited and additional applied research on how best to support the implementation of EBA in school mental health (SMH) is needed. Accordingly, this manuscript seeks to facilitate the advancement of research on EBA in SMH by reviewing relevant literature on EBA implementation in schools and providing recommendations for key research priorities. Given the limited number of published studies available, findings from child and adolescent mental health and implementation science research are also included to inform a robust and comprehensive research agenda on this topic. Based on this literature review, five priorities for research on EBA in SMH are outlined: (1) effective identification of assessment targets, (2) appropriate selection of assessment measures, (3) investigation of organizational readiness for EBA, (4) study of implementation support for EBA, and (5) promotion of EBA data integration and use. Each priority area includes recommended directions for future research. A comprehensive and robust research agenda is warranted to build the science and practice of implementing EBA in SMH. Specific directions for this agenda are offered.

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Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices

Cited by 16 publications

References 29 publications

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Ready, Willing, and Able: Developing a Support System to Promote Implementation of School‐Based Prevention Programs

Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda

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