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

• Published in: American journal of community psychology 2012-12, Vol.50 (3-4), p.428-444
• Main Authors: Flaspohler, Paul D., Meehan, Cricket, Maras, Melissa A., Keller, Kathryn E.
• Format: Article
• Language: English
• Subjects: Activities; Adolescent; Behavioral Science and Psychology; Best practice; Best practice process; Capacity Building; Child; Clinical Psychology; Community and Environmental Psychology; Delivery Systems; Elementary Schools; Evidence Based Practice; Evidence-Based Practice - methods; Evidence-Based Practice - organization & administration; Health Psychology; Humans; Information Dissemination; Interactive systems framework; Junior High Schools; Mental Disorders - prevention & control; Mental health care; Mental Health Services; Mental Health Services - organization & administration; Original Paper; Personality and Social Psychology; Prevention; Prevention programs; Prevention support system; Program Development; Psychology; Public Health; Public schools; Research Methodology; School Health Services - organization & administration; School mental health; Schools - organization & administration; Social Support; Technical assistance
• ISSN: 0091-0562; 1573-2770
• DOI: 10.1007/s10464-012-9520-z

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.