Implementation Research in Mental Health Services: an Emerging Science with Conceptual, Methodological, and Training challenges

George Warren Brown School of Social Work, Washington University, 1 Brookings Drive, St Louis, MO 63130, USA.
Administration and Policy in Mental Health and Mental Health Services Research (Impact Factor: 3.44). 01/2009; 36(1):24-34. DOI: 10.1007/s10488-008-0197-4
Source: PubMed

ABSTRACT One of the most critical issues in mental health services research is the gap between what is known about effective treatment and what is provided to consumers in routine care. Concerted efforts are required to advance implementation science and produce skilled implementation researchers. This paper seeks to advance implementation science in mental health services by over viewing the emergence of implementation as an issue for research, by addressing key issues of language and conceptualization, by presenting a heuristic skeleton model for the study of implementation processes, and by identifying the implications for research and training in this emerging field.

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Available from: David A Chambers, Aug 28, 2015
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    • "The growing discipline of implementation science includes extensive discussion of the systemic elements needed for successful uptake of evidence-based practice, including readiness assessments, training and quality assurance strategies , sustainment planning and various modes of outcome measurement (Aarons et al. 2011; Hoagwood et al. 2014; Proctor et al. 2009; Schoenwald et al. 2012; Fixsen et al. 2005). Less emphasis is given to discussing the relative merits of different rating criteria for defining which programs are well-supported. "
    Administration and Policy in Mental Health and Mental Health Services Research 04/2015; online first. · 3.44 Impact Factor
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    • "While implementation research is rapidly growing, implementation science is a relatively young field (Proctor et al., 2009); there remains much to be learned about research utilization and EBP implementation in mental health, and more particularly, in child and youth mental health (Estabrooks, Winther, & Derksen, 2004; Mitchell, 2011). Moreover, although there are many known implementation factors acknowledged in research, much of what we know about implementation processes and factors is derived from anecdotal evidence, case studies, or highly controlled experiments (Proctor et al., 2009), with limited attention to implementation in the intervention context of real-world settings (Noell, 2010; Sanetti & Kratochwill, 2009). One way to inform the adoption and implementation of EBPs is to examine practitioner perspectives and experiences of implementing an EBP in real-world settings. "
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    ABSTRACT: While there is a growing reserve of evidence-based practices (EBPs) available to practitioners, much can be learned about how to implement EBPs in real-world settings. Evidence of the effects of a widely disseminated student engagement intervention, Check & Connect (C&C), is emerging yet little is known about the implementation of C&C in community-based settings. The purpose of the authors in this study was to examine practitioner attitudes and perspectives related to the C&C intervention and implementation to gain an understanding of core implementation components that facilitated or impeded implementation. A researcher-developed survey instrument was used to assess practitioner attitudes related to the C&C model and implementation among 14 school-based practitioners working in a dropout prevention program. Findings indicate that practitioners were highly positive about the C&C intervention and in their attitudes about implementing EBPs. Benefits of C&C identified by practitioners included increased relationship building with students, tracking students on a consistent and timely basis, and addressing attendance issues as a main focus of treatment. The most common implementation challenges were time constraints, paperwork, and targeting absentee students. These findings contribute to the emerging literature on C&C and the implementation of EBPs in schools and community-based settings.
    03/2015; DOI:10.1080/15433714.2013.873752
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    • "This conceptualization was informed by the work of several prominent implementation science researchers (Aarons, Hurlburt, & Horwitz, 2011; Damschroder et al., 2009; Fixsen, Blasé, Naoom, & Wallace, 2009; Proctor et al., 2009). According to the conceptual model of Proctor and colleagues (Proctor et al., 2009, 2011), effective implementation of evidence-based practices (EBPs) is characterized by the penetration of an intervention within an organization, acceptability of the improvement, uptake by multiple stakeholders, feasibility of its use, and sustainability over time within a service system setting. These areas, coupled with consideration of costs of implementing changes and fidelity to the implementation process, represent key areas that influence service outcomes, which in turn will impact client outcomes. "
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    ABSTRACT: The National Criminal Justice Drug Abuse Treatment Studies research program conducted cluster randomized trials to test an organizational process improvement strategy for implementing evidence-based improvements in HIV services for preventing, detecting, and/or treating HIV for individuals under correctional supervision. Nine research centers conducted cluster randomized trials in which one correctional facility used a modified Network for Improvement of Addiction Treatment (NIATx) change team approach to implementing improved HIV services and the other facility used their own approach to implement the improved HIV services. This paper examines whether the intervention increased the perceived value of HIV services among staff of correctional and community HIV organizations. Baseline and follow-up measures of the perceived acceptability, feasibility, and organizational support for implementing HIV service improvements were collected from correctional, medical, and community HIV treatment staff. Results indicated that the perceived acceptability and feasibility of implementing HIV services improved among staff in the facilities using the modified NIATx change team approach as compared to staff in the comparison facilities.
    AIDS education and prevention: official publication of the International Society for AIDS Education 10/2014; 26(5):411-428. DOI:10.1521/aeap.2014.26.5.411 · 1.51 Impact Factor
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