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Site coordinators' perspectives on implementing a school‐based telebehavioral health program.

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Title: Site coordinators' perspectives on implementing a school‐based telebehavioral health program.
Authors: Zhang, E (AUTHOR), Engel, Ilana (AUTHOR), Giovanetti, Annaleis (AUTHOR), Punt, Stephanie (AUTHOR), Aniel, Anna Nicole (AUTHOR), Bellinger, Skylar (AUTHOR), Nelson, Eve‐Lynn (AUTHOR)
Source: Psychology in the Schools. Mar2024, Vol. 61 Issue 3, p1054-1068. 15p.
Subjects: Health programs, Family communication, Rural youth, Health equity, Thematic analysis, Community services
Abstract: School‐based telebehavioral health service is increasingly important in addressing the health disparities youth in rural communities face. The study examines barriers and successes of implementation and sustainability of a rural school‐based telebehavioral health program from the perspective of site coordinators or school champions informed by the Consolidated Framework for Implementation Research framework. Six coordinators participated in semi‐structured interviews and completed a self‐report questionnaire (organizational readiness for implementing change) to describe their experiences with telebehavioral health. The authors used thematic analysis to extract themes. The overarching themes included (1) benefits, challenges, and opportunities; (2) resources and support; and (3) work processes and challenges. Site coordinators endorsed their workplaces' commitment to telebehavioral health but shared uncertainty about the telebehavioral health program's sustainability. The emphasis coordinators place on relationships, communication, continuity, and advocacy for families and students underscores their critical role in providing high‐quality telehealth services in schools and the broader community. Their perspectives are vital to ensuring these services' continued successful implementation and sustainability. Site coordinators' focus on the need for school‐based champions and increased awareness of telehealth services in their communities highlights a need for outreach efforts to continue engaging relevant stakeholders. Practitioner points: Site coordinators, or school‐based champions, are vital to successfully implementing school‐based telebehavioral health services.Site coordinators identified specific implementation difficulties related to communication and logistics.Site coordinators identified themselves as being committed to their role but were concerned about program sustainability. [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: Site coordinators' perspectives on implementing a school‐based telebehavioral health program.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2024, Vol. 61 Issue 3, p1054-1068. 15p.
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  Data: School‐based telebehavioral health service is increasingly important in addressing the health disparities youth in rural communities face. The study examines barriers and successes of implementation and sustainability of a rural school‐based telebehavioral health program from the perspective of site coordinators or school champions informed by the Consolidated Framework for Implementation Research framework. Six coordinators participated in semi‐structured interviews and completed a self‐report questionnaire (organizational readiness for implementing change) to describe their experiences with telebehavioral health. The authors used thematic analysis to extract themes. The overarching themes included (1) benefits, challenges, and opportunities; (2) resources and support; and (3) work processes and challenges. Site coordinators endorsed their workplaces' commitment to telebehavioral health but shared uncertainty about the telebehavioral health program's sustainability. The emphasis coordinators place on relationships, communication, continuity, and advocacy for families and students underscores their critical role in providing high‐quality telehealth services in schools and the broader community. Their perspectives are vital to ensuring these services' continued successful implementation and sustainability. Site coordinators' focus on the need for school‐based champions and increased awareness of telehealth services in their communities highlights a need for outreach efforts to continue engaging relevant stakeholders. Practitioner points: Site coordinators, or school‐based champions, are vital to successfully implementing school‐based telebehavioral health services.Site coordinators identified specific implementation difficulties related to communication and logistics.Site coordinators identified themselves as being committed to their role but were concerned about program sustainability. [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.23099
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      – SubjectFull: Rural youth
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              Text: Mar2024
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              Y: 2024
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