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Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services.

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Title: Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services.
Authors: Gaias, Larissa M. (AUTHOR), Arnold, Kimberly T. (AUTHOR), Liu, Freda F. (AUTHOR), Pullmann, Michael D. (AUTHOR), Duong, Mylien T. (AUTHOR), Lyon, Aaron R. (AUTHOR)
Source: Psychology in the Schools. Dec2022, Vol. 59 Issue 12, p2471-2485. 15p. 1 Diagram, 1 Chart.
Subjects: School mental health services, Mental health services, Psychiatric research
Abstract: Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strategies through an equity lens, it is unclear the extent to which they will promote equitable implementation or student outcomes. Thus, the goal of the current paper is to describe the Adapting Strategies to Promote Implementation Reach and Equity framework, a generalizable process for adapting implementation strategies to explicitly center the goal of reducing disparities in implementation and service recipient outcomes. We outline a three‐step process for incorporating an equity lens into implementation strategies and provide examples of how this framework can be applied to implementation strategies in school mental health. We also discuss examples of projects where implementation strategies were intentionally paired with school mental health programs to enhance racial equity. Implications and recommendations for school mental health and implementation research and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services.
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  Data: <searchLink fieldCode="AR" term="%22Gaias%2C+Larissa+M%2E%22">Gaias, Larissa M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arnold%2C+Kimberly+T%2E%22">Arnold, Kimberly T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Freda+F%2E%22">Liu, Freda F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pullmann%2C+Michael+D%2E%22">Pullmann, Michael D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Duong%2C+Mylien+T%2E%22">Duong, Mylien T.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lyon%2C+Aaron+R%2E%22">Lyon, Aaron R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Dec2022, Vol. 59 Issue 12, p2471-2485. 15p. 1 Diagram, 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22School+mental+health+services%22">School mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+services%22">Mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Psychiatric+research%22">Psychiatric research</searchLink>
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  Label: Abstract
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  Data: Despite evidence that school mental health can enhance access to care for students from marginalized racial/ethnic groups, disparities remain in the appropriateness, quality, effectiveness, and outcomes of school mental health services. Implementation strategies hold some promise for addressing the disparities that emerge as result of inequitable implementation of mental health services. However, without explicitly examining implementation strategies through an equity lens, it is unclear the extent to which they will promote equitable implementation or student outcomes. Thus, the goal of the current paper is to describe the Adapting Strategies to Promote Implementation Reach and Equity framework, a generalizable process for adapting implementation strategies to explicitly center the goal of reducing disparities in implementation and service recipient outcomes. We outline a three‐step process for incorporating an equity lens into implementation strategies and provide examples of how this framework can be applied to implementation strategies in school mental health. We also discuss examples of projects where implementation strategies were intentionally paired with school mental health programs to enhance racial equity. Implications and recommendations for school mental health and implementation research and practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.22515
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        Text: English
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              Text: Dec2022
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