Reducing barriers to using data: A learning collaborative approach to leverage collective knowledge about treatment parent satisfaction and retention

Strickler, Amy; Mihalo, Jennifer R.; Celedonia, Karen L.

doi:10.1016/j.childyouth.2018.11.011

Cited by 7 publications

(1 citation statement)

References 39 publications

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“…LC teams reflect on practical application of these ideas to their local environments, testing, reflecting, learning, and refining their application (IHI, 2003). LCs have demonstrated success in a variety of contexts, including broadening dissemination of evidence-based treatments for trauma (Bunger et al, 2018;Ebert et al, 2012;Hanson et al, 2019;Lang et al, 2015;LoSavio et al, 2019) and evidence-based guidelines in nursing (Adams & Titler, 2010), improving foster parents' satisfaction with BH services (Strickler et al, 2018), improving attendance rates at urban communitybased BH clinics (Cavaleri et al, 2006), and improving quality of HIV healthcare (New York State Department of Health AIDS Institute, 2008).…”

Section: Introductionmentioning

confidence: 99%

Using professional development workshops to support school professionals' capacities to promote students' social, emotional, and behavioral health

Kaye

Pejic

Moffa

et al. 2022

Psychology in the Schools

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The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were facilitated with 10 school-based teams. Matched pre-and post-surveys were completed by a total of 177 participants across the 10 teams. Results demonstrate significant increases in participants' self-reported knowledge, skills, and self-efficacy from pre-to post-participation in each workshop, as well as high ratings of overall satisfaction. LC-based PDWs, facilitated by school-based behavioral health (BH) providers, hold promise for enhancing school professionals' capacities to address the critical social, emotional, and behavioral health needs of their students. Implications for administrators, school-based BH providers, partnering community-based agencies, and policymakers in sustainably replicating this promising, datadriven model in schools are discussed.

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