Education Publications
Document Type
Article
Publication Date
7-2022
Journal
Canadian Journal of Community Mental Health
Volume
41
Issue
3
URL with Digital Object Identifier
https://doi.org/10.7870/cjcmh-2022-018
Abstract
Implementation-sensitive approaches to school mental health have been proposed as being responsive to the needs of the education system. We worked with a group of expert stakeholders to identify a wide range of characteristics of implementation-sensitive approaches. These statements (n = 50) were sorted into concepts by 20 participants. Participants also ranked the importance of each statement. Group concept mapping created a six-concept solution including (1) Justice, Equity, Diversity and Inclusion, (2) Implementation Informed from the Outset, (3) Intervention Characteristics, (4) Evidence, Theory, and Practice-Informed, (5) Authentic Stakeholder Engagement, and (6) Ongoing Learning and Sustainability. We subsequently conducted two focus groups to gather feedback and contextualize the clusters.
Citation of this paper:
Crooks, C. V., Dunlop, C., & Short, K. (2022). A structured conceptualization of implementation-sensitive interventions for school mental health. Canadian Journal of Community Mental Health.https://doi.org/10.7870/cjcmh-2022-018