The Fourth R: Implementing Evidence-Based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts

Crooks, Claire V.; Chiodo, Debbie; Dunlop, Caely; Lapointe, Alicia; Kerry, Amanda J

doi:10.1007/978-3-319-89842-1_17

Cited by 5 publications

(1 citation statement)

References 52 publications

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“…A disconnect between the requirements of some manualized programs (e.g., time-intensive training, scripted prompts and materials delivered in sequence), and the reality of classroom life was noted (Gresham, 2016). In response to such challenges, many purveyors of manualized programs have made links to curriculum and offered more flexible implementation guidelines (Crooks et al, 2018), recognizing that high-quality programs will only reach students if educators are willing to implement them with fidelity. Further, there is increasing recognition that mental health interventions must be delivered in a culturally responsive and identity-affirming manner (Mental Health Commission of Canada, 2016).…”

Section: Interventionmentioning

confidence: 99%

Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic

Short¹,

Bullock

Crooks

et al. 2022

Canadian Journal of Community Mental Health

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The Covid-19 pandemic has provoked a turbulent and uncertain time, especially for young people. Globally, schools have responded to the evolving pandemic using the best available insights, data, and practices. This response has included a renewed focus on the importance of school mental health as a protective and stabilizing influence. In Ontario, strategic investments in school mental health, inclusive of foundational infrastructure, scalable evidence-informed interventions, and embedded implementation supports, allowed school boards to mobilize quickly during Covid-19, and to act within the context of an overarching multi-tiered strategy. In this article, we describe foundational elements that contributed to rapid mobilization and response in school mental health service provision in Ontario schools during Covid-19.

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Section: Interventionmentioning

confidence: 99%

Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic

Short¹,

Bullock

Crooks

et al. 2022

Canadian Journal of Community Mental Health

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Feasibility of a Healthy Relationships Program with Youth at a Child Protective Services Agency

Houston

Crooks

2022

Child Adolesc Soc Work J

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Youth involved in child welfare may benefit from programming that enhances their relationship skills given their susceptibility to engaging in high-risk interpersonal behaviors that can lead to challenges such as, engaging in or experiencing violence, housing and job insecurity, and poor physical and mental health. This research explored the feasibility of implementing an evidence-based healthy relationships program, the Healthy Relationships Plus Program - Enhanced (HRP-E), with youth involved in child welfare. Over 9 months, four HRP-E groups were facilitated at a Children’s Aid Society in Ontario, Canada, involving 28 youth. Interviews were conducted with facilitators (n = 5) and youth (n = 13) to examine their views of the program. Facilitators also completed surveys that evaluated the facilitation of each session and overall program implementation. A thematic analysis of the data was conducted and results indicated that the HRP-E was perceived as a valuable program that is relevant and useful for youth involved in child welfare. Participants highlighted trauma-informed practices and organizational resources that are required when facilitating the HRP-E within a child welfare context. The present findings address the theory-to-practice gap by illustrating the practical application of trauma-informed program facilitation. The outcomes of this study contribute to understanding considerations and best practices for implementing a healthy relationships program with youth involved in child welfare.

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Acceptability of a Healthy Relationships Program with Newcomer Youth: A Comparative Case Study with Three Newcomer-Serving Agencies

Smith

Crooks

2023

Child & Youth Services

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The Fourth R: Implementing Evidence-Based Healthy Relationships and Mental Health Promotion Programming in Diverse Contexts

Cited by 5 publications

References 52 publications

Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic

Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic

Feasibility of a Healthy Relationships Program with Youth at a Child Protective Services Agency

Acceptability of a Healthy Relationships Program with Newcomer Youth: A Comparative Case Study with Three Newcomer-Serving Agencies

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