E. Implementation and SustainabilityThis is a featured page

F. Implementation and Sustainability (Including the Use of Evidenced-based, Practical and Strategic Implementation Strategies, planned use of diffusion or education change theories, Capacity Building (eg knowledge exchange, workforce development, monitoring) and Strategic Consideration of System/Agency/School Characteristics (eg teacher work life research-use of lesson plans, school improvement research, open, loosely-coupled, bureaucratic systems)

General discussion of implementation and sustainability
Research

 Reports/Resources
Durlak, J.A. & Dupre, E.P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327-350.

Han SS, Weiss B. Sustainability of teacher implementation of school-based mental health programs. J Abnorm Child Psychol 2005;33(6):665-79

Hahn EJ, Noland MP, Rayens MK, Christie DM. (2002) Efficacy of training and fidelity of implementation of the life skills training program. J Sch Health 2002;72(7):282-7 		The Practical Guide to Mental Health Programs
The Practical Guide is meant to support program directors throughout the decision-making process specific to program development and evaluation. It proposes a mode of operating to enable program directors and researchers to forge a satisfying and productive partnership.

Concept Paper on Scaling Up Interventions
Outlines the strategy and activities that will be conducted by the State Implementation of Scaling-up Evidence-based Practices (SISEP) Center to provide scaling-up state implementation capacity to support evidence-based practices designed to improve students’ academic achievement and behavioral health.

Brief Overview of the Literature Pertaining to Scale Up
Dean Fixsen and Karen Blase State Implementation of Scaling-up Evidence-based Practices (SISEP) Center. A brief overview of the scale-up literature as it relates to system transformation, capacity development, implementation science and practice, school reform, high fidelity implementation, innovation zones, and usability testing.

SISEP: Using EBPs to Help all Students
A presentation made at the 2008 TA & D Leveraging Resources Conference sponsored by the Department of Education in Washington, DC. This presentation provided a brief overview of the plan for scaling up implementation capacity in US states.

Adelman, H.S. & Taylor, L. (2006). The school leader’s guide to student learning supports: New directions for addressing barriers to learning. Thousand Oaks, CA: Corwin Press

F-1 Use of Evidence-based, Practical and Strategic Implementation Planning
Research

 Reports/Resources
Weist M (2008) Enhancing Implementation Quality Advances in School Mental Health Promotion, Vol 1, Issue 3, 2-5

Domitrovich CE, Bradshaw CP, Poduska JM, Hoagwood K, Buckley JA, Olin S, Hunter Romanelli S, Leaf PJ, Greenberg MT, Lalongo NS (2008) Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework Advances in School Mental Health Promotion, Vol 1, Issue 3, 6-28

Rowling L (2008) Prevention Science and Implementation of School Mental Health Promotion: Another Way, Advances in School Mental Health Promotion, Vol 1, Issue 3, 29-37

Flaspohler PD, Anderson-Butcher D, Bean J, Burke RW, Paternite CE (2008) Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices, Advances in School Mental Health Promotion, Vol 1, Issue I, 16-27

Julie Sarno Owens, Erin L. Girio, Lina K Himawan and Melinda Y Abbott (2008) Implementing and Evaluating Evidence-Based Treatments in Schools: Successes and Lessons Learned, Advances in School Mental Health Promotion, Vol 1, Issue I, 39-51

Mishne JM. Dilemmas in provision of urban mental health services for latency age children. Child Adolesc Soc Work J
1993; 10(4):271-287.
Chorpita, Bruce F.;Daleiden, Eric L. (2009) Mapping Evidence-Based Treatments for Children and Adolescents: Application of the Distillation and Matching Model to 615 Treatments from 322 Randomized Trials Journal of Consulting and Clinical Psychology, v77 n3 p566-579 Jun 2009

Jennings J, Pearson G, Harris M. Implementing and maintaining school-based mental health services in a large, urban school district. J Sch Health 2000;70(5):201-5

Dusenbury L, Brannigan R, Falco M, Hansen WB. A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. (2003) Health Educ Res 2003;18(2):237-56.
  • UCLA School Mental Health Project (nd) Mapping Existing School and Community Resources for Addressing Barriers to Learning
  • Project ACHIEVE (Project ACHIEVE is an evidence-based school effectiveness and school improvement program focusing on the academic and social-emotional/ behavioral progress and success of all students.It uses strategic planning, professional development, and on-site consultation and technical assistancefor student achievement, positive school and classroom climates, effective teaching and instruction, and meaningful parent and community outreach and involvement. Project ACHIEVE is implemented in a three-year Implementation Blueprint that is tailored to each participating school. While schools may implementProject ACHIEVE'sstrategies and activitiesin different sequences to meet their needs and existing statuses, the evidence-based Implementation Blueprintguides the entire process, ensuring the successof each school or district. This whole school approach involves students, staff, administration, and parents building and reinforcing. (Described by CSMH, U of Maryland)

· Taking mental health to school: A policy-oriented paper on school-based mental health for Ontario The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO (2009) The purposes of this report are: to provide a policy-ready overview and synthesis of the existing models and approaches to implementing school-based mental health, to synthesize the published systematic reviews that summarize the effectiveness of different programs and interventions, but not to review individual studies, to provide an overview of existing Internet-based programming as examples of innovations for addressing one or more areas of mental health in a school-based setting, to highlight the various challenges that are likely to be faced in mobilizing the existing knowledge base and in implementing programs on a large scale, to report on a purposive scan of the current situation in Ontario and to develop recommendations for moving forward in Ontario

· Short, K., Ferguson, B., & Santor, D. (2009). Scanning the practice landscape in school-based mental health in Ontario. Paper prepared for The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO.



F-2 Use of Diffusion and Education Change Knowledge/Theory
Research

 Reports/Resources
Flaspohler PD, Anderson-Butcher D, Bean J, Burke RW, Paternite CE (2008) Readiness and School Improvement: Strategies for Enhancing Dissemination and Implementation of Expanded School Mental Health Practices, Advances in School Mental Health Promotion, Vol 1, Issue I, 16-27

Buddhirakkul P, Suchaxaya P, Srisuphan W, Chanprasit C.(2007) Factors associated with the success in implementing health promoting schools. Thai Journal of Nursing Research 2007;11(3):214-25

Adelman, H.S. & Taylor, L. (1999). Mental Health in Schools and System Restructuring. Clinical Psychology Review, Vol 19, No 2 137-163

Elias, M.J., Zins, J.E., Graczyk, P.A., & Weissberg, R.P. (2003). Implementation, sustainability and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303-319

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006). School Predictors of the Intensity of Implementation of School-Based Prevention Programs: Results from a National Study. Prevention Science Volume 7, Number 2 / June, 2006

Schaeffer, C.M., Bruns, E., Weist, M., Stephan, S.H., Goldstein, J., & Simpson, Y. (2005) Overcoming challenges to using evidence based interventions in schools. Journal of Youth and Adolescence, 34, 15-22

Green, L.W., Kreuter, M.W. (1991). Health Promotion Planning: An Educational and Environmental Approach. 2nd Edition. Mountainview, CA: Mayfield

Fullan, M. (1991). The New Meaning of Educational Change. Toronto, ON: OISE Press


Gingiss, P.M., Roberts-Gray, C., Boerm, M. (2006). Bridge-It: A system for predicting implementation fidelity for school-based tobacco prevention programs. Prev Sci, May 23.

Glasgow, R.E., Klesges, L.M., Dzewaltowski, D.A., Estabrooks, P.A. Vogt, T.M. (2006). Evaluating the impact of health promotion programs: Using the RE-AIM framework to form summary measures for decision-making involving complex issues. Health Education Research, 21(5), 688-694

Gingiss, P.L. (1993). Peer coaching: Building collegial support for using innovative health programs. Journal of School Health, 63(2), 79-85

Greenhalgh,J., Robert, G., Macfarlane, F., Bate, P., Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 83(1), 177-178

McCormick, L.K., Steckler, A.B., McLeroy, K.R. (1995). Diffusion of innovations in schools. A study of adoption and implementation of school-based tobacco prevention curricula. American Journal of Health Promotion, 9(3), 210-219.

Grimshaw, J. M., Thomas, R. E., MacLennan, G., Fraser, C., Ramsay, C. R., Yale, L. et al. (2004). Effectiveness and efficiency of guideline dissemination and implementation strategies. Health Technology Assessment, Feb;8(iii-iv), 1-72

Ennett, S.T., Ringwalt, C. L., Thorne, J., Rohrbach, L.A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003). A comparison of current practice in school-based substance use prevention programs with meta-analysis findings. Prevention Science, 4(1), 1-14


Hallfors, D., Cho, H., Sanchez, V., Khatapoush, S., Kim, H. M., & Bauer, D. (2006). Efficacy vs effectiveness trial results of an indicated "model" substance abuse program: Implications for public health. American Journal of Public Health, 96(12), 2254-2259.

Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W.B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research: Theory and Practice, 18(2), 237-256

Reimer, B., Sawka, E., James, D. (2005). Improving research transfer in the addictions field: A perspective from Canada. Substance use and Misuse, 40(11), 1707-1720.

Rogers, E. M. (1995). Diffusion of drug abuse prevention programs: Spontaneous diffusion, agenda setting, and reinvention. NIDA Research Monograph, 155, 90-105.
  • Effective Dissemination report: Systematic Review of Implementation Strategies for the AOD Field National Centre for Education and Training on Addiction (NCETA) Australia This report is the firstpart of a 3-part series.Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models ofChange for Research Dissemination. This report covers these methods of dissemination:
    -Professional interventions, including; educational materials, local consensus development, educational meetings, educational outreach visits, local opinion leaders/product champions, patient mediated interventions, prompts/reminders and decision support, audit and feedback, financial incentives, electronic educational resources
    -Organizational interventions, including; records and office systems, multi-disciplinary approaches, alternative care approaches, continuous daily quality improvement
    - Other interventions, including; mailouts and multi-faceted approaches
  • Effective Dissemination Report: An Examination of the Costs of Implementation Strategies for the AOD Field National Centre for Education and Training on Addiction (NCETA) Australia This report is the second part of a 3-part series. Part One: Effective Dissemination: A Systematic Review of Implementation Strategies for the AOD Field Part Two: Effective Dissemination: An Examination of the Costs of Implementation Strategies for the AOD Field Part Three: Effective Dissemination: An Examination of the Theories and Models of Change for Research Dissemination. This report discusses the cost benefits and cost-effectiveness of the different interventions discussed in Part One.

  • Canadian Example. The school districts and social service providers in the Algoma District of Northern Ontario, Canada, have come together to develop a collaborative / integrated service delivery model of evidence-based practice that leverages available expertise and resources to realize outcomes far beyond what individual organizations can achieve in isolation. Our presentation will explain how we are moving forward this voluntary collaboration – without additional resources or mandates by which to leverage change. We will share a research informed model of change management (Heath and Heath, 2010). The service model developed in Algoma uses a population health approach to implementing a full continuum of integrated supports and services that reduce barriers to learning, enhance students’ mental health, and build resilience. Our approach involves diverse stakeholders in developing a range of school-based mental health services. It sets a system-wide standard that evidence-based service models, which demonstrate their efficacy through evaluation, will be employed.


F-3 Use of Capacity-Building Knowledge/Theory and Sustainability

General use of capacity-building/organizational development
Research
 Reports/Resources
Power M, Cleary D, Fitzpatrick C (2008) Mental Health Promotion in Irish Schools: A Selective Review, Advances in School Mental Health Promotion, Vol 1, Issue I, 5-15

Flaherty LT, Weist MD, Warner BS. School-based mental health services in the United States: History, current models, and needs. Community Ment Health J 1996; 32(4):341-52.

Flaspohler PD, Anderson-Butcher D, Wandersman A,(2008) Supporting Implementation of Expanded School Mental Health Services: Application of the Interactive Systems Framework in Ohio, Advances in School Mental Health Promotion, Vol 1, Issue 3,38-48

Dusenbury, L., Brannigan, R., Hansen, W.B., Walsh, J., Falco, M. (2005). Quality of implementation: Developing measures crucial to understanding the diffusion of preventive interventions. Health Education Research, 20(3), 308-313.

Earl, L., Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, Nov;33 (3), 384-394

Ebbesen, L.S., Health, S., Naylor, P.J., Anderson, D. (2004). Issues in measuring health promotion capacity in Canada: A multi-province perspective. Health Promotional International, 19(1), 85-94

Edge, K. (2005). Powerful public sector knowledge management: A school district example. Journal of Knowledge Management, 9(6), 42-52

Germann, K., Wilson, D. (2004). Organizational capacity for community development in regional health authorities: A conceptual model. Health Promotion International, Sep;19(3), 289-298

Hawe , P., Noort, M., King, L., Jordens, C. (1997). Multiplying health gains: The capital role of capacity building with health promotion programs. Health Policy, 39, 29-42.

Rowling, Louise (2009) Strengthening "School" in School Mental Health Promotion. Health Education, v109 n4 p357-368 2009

Brener ND, Weist M, Adelman H, Taylor L, Vernon-Smiley M. (2007) Mental health and social services: results from the School Health Policies and Programs Study 2006. J Sch Health 2007;77(8):486-99

Weist MD, Goldstein J, Evans SW, Lever NA, Axelrod J, Schreters R, Pruitt D.(2003) Funding a full continuum of mental health promotion and intervention programs in the schools. J Adolesc Health. 2003 Jun;32(6 Suppl):70-8.

Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Weekly, 24(25), 34-35.

Bond, L., Glover, S., Godfrey, C., Butler, H. & Patton, G. (2001). Building capacity for system-level changes in schools: Lessons from the Gatehouse Project. Health Education & Behavior, 28 (3), 368–383

Han, S.S. & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665-679

Santor, D., & Bagnell, A. (2008). Enhancing the effectiveness and sustainability of school-based mental health programs: Maximizing program participation, knowledge uptake and ongoing evaluation using internet based resources. Advances in School Mental Health Promotion, 1, 17-28

Organizational Readiness for Change

Weiner, B., Amick, H., & Lee, S.D. (2008). Conceptualization and measurement of organizational readiness for change: A review of the literature in health services research and other fields. Medical Care Research and Review, 65(4), 379-436.

Fuller, B. E., Rieckmann, T., Nunes, E. V., Miller, M., Arfken, C., Edmundson, E., et al. (2007). Organizational readiness for change and opinions toward treatment innovations. Journal of Substance Abuse Treatment, 33(2), 139-147.

Greener, J. M., Joe, G. W., Simpson, D. D., Rowan-Szal, G. A., & Lehman, W. E. (2007). Influence of organizational functioning on client engagement in treatment. Journal of Substance Abuse Treatment 33(2), 139-147.

Herscovitch, L., & Meyer, J. P. (2002). Commitment to organizational change: Extension of a three component model. Journal of Applied Psychology, 87(3), 474-487.

Holt, D. T., Armenakis, A. A., Field, H. S., & Harris, S. G. (2007). Readiness for organizational change: The systematic development of a scale. Journal of Applied Behavioral Science, 43(2), 232-255.

Ingersoll, G., Kirsch, J., Merk, S., & Lightfoot, J. (2000). Relationship of organizational culture and readiness for change to employee commitment to the organization. Journal of Nursing Administration, 30(10), 11-20.

Jansen, K.J. (2004). From persistence to pursuit: A longitudinal examination of momentum during the early stages of strategic change, Organizational Science,15(3), 276-294.

Lehman, W. E. K., Greener, J. M., & Simpson, D. D. (2002). Assessing organizational readiness for change. Journal of Substance Abuse Treatment, 22(4), 197-209.
  • Community Capacity Building and Mobilization in Youth Mental Health Promotion The Story of the Community of West Carleton How the Community Helpers Program Evolved from a Community's Experience with Youth Suicide. This paper explores key concepts in youth mental health promotion, demonstrating how these concepts have been operationalized and implemented at the community level. The experience of youth suicide in a rural community is used to illustrate how these concepts have been put into action by the community of West Carleton. In the context of a community's response to a tragic event, the importance of developing a shared vision and creating a common community language around youth mental health is emphasized.


Specific capacities (according to WHO-SHRN model)

Coordinated Policies & Leadership
Research

 Reports/Resource

Waddell, C., Offord, D. R., Shepherd, C. A., Hua, J. M., & McEwan, K. (2002). Child psychiatric epidemiology and Canadian public policy-making: The state of the science and the art of the possible. Canadian Journal of Psychiatry, 47, 825–832
Waddell, C., McEwan, K., Peters, R., Hua, J. M., & Garland, O. (2007). Preventing mental disorders in children: A public health priority. Canadian Journal of Public Health, 98, 174–178
Greiner M, Nickerson G, and Rosenberg S. State policy context for school-based health centers with special focus on development of mental health and dental health services. Washington, DC: Center for Health and Health Care in Schools, 2001.

Weist MD, Lowie JA, Flaherty LT, Pruitt D. Collaboration among the education, mental health, and public health systems to promote youth mental health. Psychiatric Services. 52(10):1348-51.

Weist MD, Myers CP, Hastings E, Ghuman H, Han YL. Psychosocial functioning of youth receiving mental health services in the schools versus community mental health. Community Ment Health J 1999; 35(1):69-81

American Psychological Association (APA) (2008) Disseminating Evidence-Based Practice For Children & Adolescents: A Systems Approach to Enhancing Care
Report.
Huddart, Paula (2007) "Joined on Rather than Joined up?" Primary Mental Health Work in Scottish Schools Health Education, v107 n5 p421-436 2007

Di Cecco, Raf;Di Cecco, Lorenzo E. (2007) Integrating Support Networks for Students At Risk of Not Completing High School ERS Spectrum, v25 n1 p31-40 Win 2007

Bowman, Phillip J. (2006) Role Strain and Adaptation Issues in the Strength-Based Model: Diversity, Multilevel, and Life-Span Considerations Counseling Psychologist, v34 n1 p118-133 2006

Onunaku, Ngozi;Gilkerson, Linda;Ahlers, Therese (2006) Building a Comprehensive Mental Health System for Young Children Zero to Three, v26 n6 p34-40 Jul 2006

Tolan, Patrick H.;Dodge, Kenneth A. (2005) Children's Mental Health as a Primary Care and Concern: A System for Comprehensive Support and Service American Psychologist, v60 n6 p601-614 Sep 2005

Farmer, Elizabeth M. Z.;Mustillo, Sarah; Burns, Barbara J.;Holden, E. Wayne (2008) Use and Predictors of Out-of-Home Placements within Systems of Care Journal of Emotional and Behavioral Disorders, v16 n1 p5-14 2008

Armbruster P (2002) The administration of school-based mental health services. Child Adolesc Psychiatr Clin N Am. 2002 Jan;11(1):23-41. Review

  • Provincial Strategic Framework Development Committee (2006) Nova Scotia Strategic Framework to Address Suicide Halifax, Government of Nova Scotia The Nova Scotia Strategic Framework to Address Suicide is a 7-10 year plan for reducing suicide/attempted suicide in Nova Scotia. Euthanasia and self-harming behaviours that are not motivated by an intent to die, while important issues to be addressed, fall outside the scope of this report. The intended audience is professionals, policy makers, and communities working across sectors to address suicide. This report includes a vision, mission, guiding principles, and six strategic goals and their corresponding objectives. It is intended as a guide for policy makers, professionals, and communities who will be involved in the implementation of the Strategic Framework.
  • World Health Organization Europe. (2005). European strategy for child and adolescent health and development.(Presentation)

Staff Assigned to Coordination
Research

 Reports/Resources
Haynes NM. Addressing students' social and emotional needs: the role of mental health teams in schools. J Health Soc Policy. 2002;16(1-2):109-23.

Allison, Sam;Gilliland, David;Mayhew, Kathy;Wilson, Richard (2007) Personal Reflections on the Development of an Integrated Service Delivery for Child and Adolescent Mental Health Services Child Care in Practice, v13 n1 p67-74 Jan 2007

Taylor L, Adelman HS. (2000) Toward ending the marginalization and fragmentation of mental health in schools. J Sch Health 2000;70(5):210-5

Hunter A, Playle J, Sanchez P, Cahill J, McGowan L. Introduction of a child and adolescent mental health link worker: education and health staff focus group findings. J Psychiatr Ment Health Nurs 2008;15(8):670-7
  • School Coordinators as Change Agents This recorded online workshop is designed to help coordinators understand their role as a change agent in facilitating the adoption of prevention programming in their schools and districts.

  • Canadian Experience: Collectively, responses suggest that there is no one consistent structure for the leadership of school-based mental health in Ontario. In some boards, there is one individual, typically a senior administrator, who champions this issue and works to garner support and services for students in need. In other situations, the leadership is distributed across Superintendent portfolios (typically Special Education/Student Services, Safe Schools, Program and Student Success), and may be supported by other system leaders and departments (e.g., social work, psychological services) where they exist. Note that the presence and number of mental health professionals within boards is variable. Several boards reported that they have developed mental health teams to bring a coordinated approach to this area. Many participants endorsed the notion of a shared responsibility with community partners. (From Scanning the Practice Landscape in School-based Mental Health, Provincial Centre of Excellence in Child & Youth Mental Health at CHEO, 2009)


Informal/formal Mechanisms for Cooperation
Research

 Reports/Resources
Malone, D., Newron-Howes, G., Simmonds, S., Marriot, S., Tyrer, P. (2007) Community mental health teams (CMHTs) for people with severe mental illnesses and disordered personality Cochrane Database of Systematic Reviews 2007, 3, Art. No.: CD000270

Baggish R, Hardcastle S. Schools and mental health: an evolving partnership. Conn Med. 2005 Oct; 69(9):535-9.

Weist MD, Proeshcer E, Prodente C, Ambrose MG, Waxman RP. Mental health, health, and education staff working together in schools. Child & Adolescent Psych. Clinics of N. Am, 2001; 10(1):33-43.

Margison, Judith A.;Shore, Bruce M. (2009) Interprofessional Practice and Education in Health Care: Their Relevance to School Psychology Canadian Journal of School Psychology, v24 n2 p125-139 2009

Bai, Yu;Wells, Rebecca; Hillemeier, Marianne M.(2009) Coordination between Child Welfare Agencies and Mental Health Service Providers, Children's Service Use, and Outcomes Child Abuse & Neglect: The International Journal, v33 n6 p372-381 Jun 2009

Ringeisen, Heather;Casanueva, Cecilia; Cross, Theodore P.;Urato, Matthew (2009) Mental Health and Special Education Services at School Entry for Children Who Were Involved with the Child Welfare System as Infants Journal of Emotional and Behavioral Disorders, v17 n3 p177-192 2009

Frey, Andy;Young, Scott; Gold, Allene;Trevor, Earl (2008) Utilizing a Positive Behavior Support Approach to Achieve Integrated Mental Health Services NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, v11 n3 p135-156 Jul 2008

Bradshaw, Catherine P.;Brown, Jennifer S.;Hamilton, Stephen F. (2008) Bridging Positive Youth Development and Mental Health Services for Youth with Serious Behavior Problems
Child & Youth Care Forum, v37 n5-6 p209-226 Dec 2008
Mangum, Deborah Clarke (2006) Improving the School, Family, and Community Partnership Through Increased Awareness and Collaboration Online Submission, [Ed.D. Dissertation, Nova Southeastern University.]

McWilliam, R. A. (2006) What Happened to Service Coordination? Journal of Early Intervention, v28 n3 p166-168 2006
  • Promoting Prevention Through School-Community Partnerships (US Department of Education) This recorded online workshop provides tips, tools, and strategies for building school-community partnerships that will support and enhance your overall prevention initiative.
  • UCLA School Mental Health Project School-Community Collaboration

  • Center for Mental Health in Schools at UCLA (2008) Integration of Schools and Mental Health Systems: An Overview of the State Grants from the U.S. Department of Education Program Report

  • Canadian Example: Board mental health committee
    Within the Thames Valley District School Board, a mental health committee has been established to advocate, initiate and coordinate student mental health services within the board, and to liaise with SSLI community tables. This committee includes membership from senior leaders in special education, program, psychological services and social work services. Their focus for 2009-2010, following approval of an enhanced budget for student mental health, is to build capacity in this area among teaching staff. They will also support the piloting of a board mental health team (psychologist, social worker and speech/language pathologist) that will identify and respond to mental health needs in the system.

Ongoing Knowledge Synthesis, Transfer, Exchange
Research

 Reports/Resources
Nabors LA, Leff SS, Power TJ. Quality improvement activities and expanded school mental health services. Behav Modif. 2004 Jul; 28(4):596-616.

Hord, S.M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Austin, Texas: Southwest Educational Development Laboratory.

Ottoson, J.M., Streib, G., Thomas, J.C., Rivera, M., Stevenson, B. (2004). Evaluation of the National School Health Coordinator Leadership Institute. Journal of School Health, 74(5), 170-176.

Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. Currency Doubleday

Simpson, D. D. (2002). A conceptual framework for transferring research to practice. Journal of Substance Abuse Treatment, 22(4), 171-182

Sudsawad, P. (2007). Knowledge Translation: Introduction to models, strategies, and measures. Austin, TX: Southwest Educational Development Laboratory, National Center for the Dissemination of Disability Research

Zarraga-Oberty, C., de Saa-Perez, P. (2006). Work teams to favor knowledge management: Towards communities of practice. European Business Review, 18(1), 60-76.
  • Teen Mental Health (Sun Life Financial, Dalhousie University and IWK Health Centre) Teenmentalhealth.org is dedicated to helping improve the mental health of youth by the effective translation and transfer of scientific knowledge. Teenmentalhealth.org is developed by Dr. Stan Kutcher and the Sun Life Financial Chair in Adolescent Mental Health, a partnership between Sun Life Financial, Dalhousie University and the IWK Health Centre. This website offers information to teens and families as well as professionals, and provides information on the teenage brain, medications and mental health in a global perspective.
  • Barwick, M.A., Boydell, K.M., Stasiulis, E., Ferguson, H.B., Blase, K., & Fixsen, D. (2005). Knowledge transfer and evidence-based practice in children’s mental health. Toronto, ON: Children’s Mental Health Ontario
    If Ontario’s children’s mental health system is going to tackle the implementation of evidence-based practices, then what do we need to know to get the job done? This question provides the main focus of the work undertaken here. Initially challenged by Children’s Mental Health Ontario to review the literature in knowledge translation to determine what could be applied to the transfer of evidence-based practices in Ontario, we counter-challenged with the notion that even transferring knowledge well would be insufficient to achieve change.


Ongoing Workforce Development
Research

 Reports/Resources
Weston KJ, Anderson-Butcher D, Burke RW, (2008) Developing a Comprehensive Curriculum Framework for Teacher Preparation in Expanded School Mental Health, Advances in School Mental Health Promotion, Vol 1, Issue 4, 25-41

Mason MJ, Wood TA. Clinical mental health training within a multidisciplinary school-based health clinic. J of Health & Social Policy

Heather K Alvarez (2007) Teachers’ Thinking about Classroom Management: The Explanatory Role of Self-Reported Psychosocial Characteristics Advances in School Mental Health, Vol 1, Issue I, 42-54 2000; 11(3):45-65.

Connelly, Graham;Lockhart, Elaine;Wilson, Philip;Furnivall, Judy; Bryce, Graham;Barbour, Rose;Phin, Louise(2008) Teachers' Responses to the Emotional Needs of Children and Young People. Results from the Scottish Needs Assessment Programme Emotional & Behavioural Difficulties, v13 n1 p7-19 Mar 2008

Stumpf, Roxanna E.;Higa-McMillan, Charmaine K.;Chorpita, Bruce F. Implementation of Evidence-Based Services for Youth: Assessing Provider Knowledge Behavior Modification, v33 n1 p48-65 2009

Finney, Dave (2009) The Road to Self-Efficacy: A Discussion of Generic Training in Mental Health Competencies for Educational Professionals Pastoral Care in Education, v27 n1 p21-28 Mar 2009

Walter, Heather J.;Gouze, Karen; Lim, Karen G. (2006) Teachers' Beliefs about Mental Health Needs in Inner City Elementary Schools Journal of the American Academy of Child and Adolescent Psychiatry, v45 n1 p61 Jan 2006

Sawyer, Richard J.;Porter, J. Davidson;Lehman, Thomas C.;Anderson, Clinton;Anderson, Karen M. (2006) Education and Training Needs of School Staff Relevant to Preventing Risk Behaviors and Promoting Health Behaviors among Gay, Lesbian, Bisexual, and Questioning Youth Journal of HIV/AIDS Prevention in Children & Youth, v7 n1 p37-53 2006

Edwards, D., Hannigan, B., Fothergill, A., Burnard, P. (2002) Stress management for mental health professionals: A review of effective techniques Stress and Health 18, 203-15

Cordingley P, Bell M, Thomason S, Firth A (2005) The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Aarons, G. (2004). Mental Health Provider Attitudes Toward Adoption of Evidence-based Practice: The Adoption of Evidence-based Attitude Scale. Mental Health Services Research, 6(2): 61-74
  • Communities of Practice: A New Idea to Solve Complex Problems National Association of State Directors of Special Education, Inc
  • Communities of Practice (Web Site) E Wenger
  • Chronic Disease Prevention Alliance of Canada (2008) Developing a Community of Practice Model for Cancer and Chronic Disease Prevention, Canadian Partnership Against Cancer, Toronto

  • Canadian Example. The London District Catholic School Board, together with community partners in a Northeast, London, Ontario
    neighbourhood have embarked on a Youth Resiliency Demonstration Project. This project is part of the work of the Student Support Leadership Initiative. The Project uses the Youth Resiliency Framework (Resiliency Canada 2001) as its foundation. This framework promotes developmental strengths through resiliency assessment and development. The ability to assess the impact of interventions on outcomes through specific measurement tools is a unique feature of the Framework.
    The demonstration project is two-fold. First resiliency surveys were administered and completed by 278 students from grade
    7-12 in December 2009. School and community partners gathered to analyze the data and develop mutually supportive
    action plans to enhance strengths and address challenges identified by the children and youth. From February to June 2010,
    these action plans will be implemented in the schools and community. A post assessment of resiliency will be completed by
    the same students in June 2010. The second area of focus is the development of a Professional Learning Community (PLC)
    including both school and community professionals. The PLC will build on the Resiliency model and will provide on-going
    opportunities to build trust, develop common language, knowledge and skills.

  • Canadian Example: The Mental Health Literacy Series for Educators used by the Durham Catholic District School Board holds much promise for enhancing educator capacity with respect to identification and classroom management of mental health problems. This 14- to 16-hour training program is delivered over two full-day sessions with the option of a booster session. Elementary and secondary school teams (four to seven staff per team) attend together to facilitate cross-panel planning. The sessions include didactic and small-group formats, with the latter focusing on case examples and implementation issues. Essential to the success of this series has been a homework component in which school teams are asked to prepare and present a mental health action plan between session one and two. Participants also receive a binder of research-based information about the mental health problems covered and a listing of local resources. This series is being evaluated.


Regular Monitoring and Reporting on health/social development, learning and program capacity
Research

 Reports/Resources
Weist MD, Nabors LA, Myers CP, Armbruster P. Evaluation of expanded school mental health programs. Community Ment Health J 2000;36(4):395-411 Brener ND, Weist M, Adelman H, Taylor L, Vernon-Smiley M. (2007) Mental health and social services: results from the School Health Policies and Programs Study 2006. J Sch Health 2007;77(8):486-99

Grier R, Morris L, Taylor L. Assessment strategies for school-based mental health counseling. Journal of School Health. 2001; 71(9):476-9.
  • BC Institute for Safer Schools has developed and administered the Safe School Social Responsibility Survey for Secondary Students (SSSRS) in 13 BC school districts. Developed in collaboration with several school districts, this longitudinal survey measures students’ perceptions of personal safety and belonging, self concept, social responsibility, substance use, school engagement, community involvement, and home life. The primary use of this instrument is to assist school and district planning efforts.

  • Canadian Example. The Hamilton-Wentworth District School Board has created a District Mental Health Strategy to address selection and implementation issues. Central to this strategy is the timely use of data and evidence. In this presentation, the speakers will describe:
    • a board-wide mapping exercise to determine district programming strengths and needs,
    • a protocol for reviewing proposed mental health programs,
    • strategies for encouraging high-quality school implementation of selected programs, and
    • sample program evaluations conducted within the board.
    Templates and tools used to support the District Mental Health Strategy will be shared. The session will include
    opportunities for dialogue, so that participants can consider ways in which these tools might be relevant to their setting.

Strategic Management of Emerging Issues/Trends
Research

 Reports/Resources

  • Identifying Prevention Priorities and Strategies for Success (US Department of Education)
    This online Workshop is designed to help you better articulate the connections between prevention and achievement, so that you can more effectively promote prevention programs in your school and community.
  • Student Wellness Profiles for Schools (University of New Brunswick, Canada) The Student Wellness Survey incorporated the four areas of wellness outlined by the Department of Wellness, Culture and Sports. These areas are: physical activity, healthy eating, mental fitness and tobacco and substance use. Each school has received an individual profile reflecting the results of the surveys completed last school year.The second phase of the wellness initiative, knowledge translation, began in January of 2008 and carry on until the end of the school year. These schools will receive individual feedback reports in the 2008 -2009 school year. The profiles will provide schools with suggestions and strategies to help improve students wellness for their own students.

  • Canadian Example. The Winnipeg Regional Health Authority and Louis Riel School Division that focused on building capacity towards a whole school approach to mental health promotion.
    The LRSD completed a critical appraisal of what could be done to strengthen responses. Opportunities to create conditions within the school context to promote social and emotional well-being of students will be discussed and strategies to build more effective linkages with external resources to create a resiliency rich environment for all students including those students doing well, those at risk and those experiencing difficulties. Increasing capacity in the areas of mental health literacy of school personnel, developing a framework for responses to common mental health issues frequently experienced by students and opportunities to enhance
    resiliency are also part of this partnership model.

  • Canadian Experience: High-priority student mental health concerns: In an open-ended question, participants were asked to indicate the top three highest priority student mental health concerns in their board. First-, second- and third-mentioned concerns were recorded. On some occasions, respondents named a particular mental health problem, and at other times key issues were raised. The following concerns were reported most frequently, in this order:
    1. Anxiety and mood problems (and features like sense of helplessness, low self-esteem, suicide)
    2. Conduct problems/oppositional behaviour/violent outbursts
    3. Substance use
    4. Sense that needs are escalating and services are insufficient
    5. Students with complex psychiatric needs
    (From Scanning the Practice Landscape in School-based Mental Health, Provincial Centre of Excellence in Child & Youth Mental Health at CHEO, 2009)

  • Canadian Experience: An online survey of Canadian school health contacts was undertaken by the Canadian Association for School Health in the fall of 2009. Of the 131 respondents, these issues were identified to be most relevant:
    - how to involve educators and the education system (53.4%)
    - knowing the state of current practice (33.6%)
    - understanding youth perspectives on MH (19.8%)
    - how to coordinate agency, MH and school services (26.7%)
    - how to make the school environment more positive (23.7%)
    - implementation and sustainability issues (13.7%)
    - understanding youth mental health problems and assets (6.9%)

  • Canadian Experience: Members of the Canadian School Mental Health Community of Practice discussed their respective knowledge needs in a workshop of 80+ participants in May 2009. The following points emerged from that discussion:
    Prevalence & Nature of the Problem Among Young People
    - Symposium participants wanted to know how prevalent MH issues were among young people. Once education and health professionals know more, this needs to be communicated to the public.
    - Participants wanted to know more about the connections between MH and substance abuse. But they also noted that there are some important differences that need to be recognized. (e.g. There still should be two separate CoP’s sponsored by CASH).
    - Participants wanted to know more about brain research and how it affects MH.
    - Participants liked to know about emerging trends and issues
    _ Participants wanted to hear from youth directly about how they see the issues. Can we get data from services like Kids Help Phone to understand youth concerns? How do youth find out where to get help?
    -Participants wanted to know more about the types of mental health—genetic vs. situational
    - Participants wanted to know more about why young people get involved in drugs.
    _ Participants wanted to know if students know where to get help. What are their sources of information and help? Do we know how many young people are accessing MH services?
    Specific Risks, Behaviours and Conditions
    - Participants wanted to know if youth stress is increasing. Are there effective classroom and school strategies to reduce stress?
    - Participants wanted to know if and how schools can help students with specific MH disorders.
    - Participants wanted to know if schools can promote attributes like resilience, developmental assets, caring, self-knowledge, etc
    - Participants wanted to know more about other factors such as economic disadvantage, homelessness, family transience, etc on MH
    Impact of the School Environment on the Problem
    - Participants wanted to know more about the extent of the problem and how it plays out in schools. How do MH problems present themselves in classrooms> Do teachers know where to refer students? How do they access information about these MH services and issues?
    - Participants were concerned that schools were increasingly being asked to assume responsibilities previously held by parents. This is an impossible mission with the resources currently available to schools. Are there ways to alleviate this challenge?
    - Participants wanted to know more about the role of the school in socialization and the development of values
    C. Holistic, Contextual and Comprehensive Approaches
    - Participants wanted to know more about keeping an integrated approach between treatment, prevention and promotion.
    - Participants wanted to know if there are recent environment scans describing the roles that different agencies play in SMH. What are the mandates of those agencies about MH of youth and working with schools?
    _ Participants wanted to know if there examples of comprehensive approaches and coordinated programs in Canada and elsewhere.
    D. Effectiveness of Coordinated Programs and Services
    - Participants wanted to know more about advocating for comprehensive approaches and coordinated programs. People believe in the “hub model” but who will do the coordinating? How do we advocate for additional services in our schools?
    - Participants asked if Is it time to test the cost effectiveness of health professionals in schools to support mental health (as well as other health issues) versus the value of having shorter-term community programming coming in to the schools versus leaving it all up to the teachers but enhancing their capacity through teacher training (e.g. for behaviour modification on wellness) Are paraprofessionals helpful?
    - Participants asked if we should be exploring more community-school models that emphasize integration of services     Coordinated SH Programs
    - Participants wanted to know what the core needs of the school are in order to deliver adequate MH programs and services.
    _ Participants wanted to know what impact MH problems have on learning in the classroom and at the school level
    E. Use of Individual Evidence-based Interventions
    - Participants wanted to know what works, what programs are available, have they been evaluated?
    - Participants wanted about differences and similarities in the various curricula and instructional programs in Canada and elsewhere. There appear to be a number of mh literacy curricula being developed (Kutcher, CAMH, NZ, Australia) – What are the similarities and differences of each? Have they all been evaluated? How?
    · Participants wanted to know “Why it’s not there?” Mental Health like nutrition (etc.) should be incremental in the learning outcomes. (e.g. In New Brunswick there is a self-esteem component in the curriculum. Personal & social development is captured in a student portfolio)
    · Participants wanted to know how to create a classroom where the child can gain insight into their own mental health? e.g. eating disorders-food becomes coping
    - Participants wanted to know how MH services can be strengthened, coordinated and delivered better with and within schools. We need a continuum of services but this is not happening. Why isn’t public health more involved?
    · Participants wanted to know more about the role of the public health nurse in SMH.
    · Participants wanted to know more about the role of the school psychologist.
    · Participants wanted to know more about the role of the school guidance counsellor in MH promotion
    · Participants wanted to know how to disseminate knowledge to teachers/admin once you have a discharge plan with a client?—the basic MH literacy isn’t there
    · Participants wanted to know more about how to get a team based approach? Particularly for support for young clients who have MH issues (i.e. teacher + parent + MH professional working with the student)
    · Participants wanted to know more about how we should be supporting mental health clients as they transition back to school?
    · Participants wanted to know more about engaging parents in SMH.
    · Participants wanted to know more about how to get parents on-board in addressing issues their kids are experiencing? Teachers know there are issues but can’t diagnose or treat. Need parents and community services to support the teachers to get help for the kids
    · Participants wanted to know how to use schools and workplace “health promotion’ cross-overs? (i.e. teachers as troubled workers)—how to tie in programs to help, particularly when there is so much stigma about MH
    · Participants wanted to know about how to model and intervene with “good” mental health for school professionals? i.e. model for school support groups for teachers (e.g programs in the U.K. and staff matters in Australia)
    Use of Diffusion and Education Change Knowledge/Theory
    · Participants wanted to know more about implementation issues, particularly how to address the political barriers to providing MH services in schools.
    - Participants wanted to know what educators and youth workers currently know about Mental Health and Mental Illness. We need to establish what they need to know in order to provide training/education
    - Participants wanted to know more about how the organizational cultures of schools and MH service agencies interact and how they can be better explained to each other
    - Participants wanted to know about the practice landscape. What is the status of current programs, policies, practices? What supports are available to teachers, parents, students?
    - Participants wanted to know more about supports for parents and families with children with MH problems

  • International Experience: Survey of School Principals
    The International Confederation of Principals and the international network on child and adolescent mental ehalkth in schools conducted a survey of school principals in 2008. Among students, principals identify bullying and harassment, impulse control, and anger management as the top three emotional/mental health and well-being issues. In their own words, principals emphasize that the most important issues they face in their work with students are how to: increase their awareness of issues; identify those in need of services; and gain access to services. Among staff, principals report that stress, anxiety, and depression are the major emotional/mental health and well-being issues, and also stress the importance of support and communication among teachers, students and parents. Principals generally rate the emotional and mental health and well-being issues for staff lower than they do for
    student issues. Key student issues were: bullying and harassment, impulse control, anger management, family dysfunction, other behaviour problems, anxiety and stress, in that order.



Explicit plan for sustainability
Research

 Reports/Resources
Darcy A Santor and Alexa Bagnell (2008) Enhancing the Effectiveness and Sustainability of School-Based Mental Health Programs: Maximizing Program Participation, Knowledge Uptake and Ongoing Evaluation using Internet-Based Resources, Advances in School Mental Health Promotion, Vol 1, Issue 2, 17-26

Han, S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679

Yeatman, H. R., Nove, T. (2002). Reorienting health services with capacity building: A case study of the core skills in health promotion project. Health Promotion International, Dec;17(4), 341-350.

Johnson, K., Hays, C., Daley, C., & Hayden Center. (2004). Building capacity and sustainable prevention innovations: A sustainability planning model. Evaluation and Program Planning, 27, 135-149

Swisher, J.D. (2000). Sustainability of prevention. Addictive Behaviors, 25, 965-973 Bond, L., Glover, S., Godfrey, C., Butler, H., & Patton, G.C. (2001). Building capacity for system-level change in schools: Lessons from the gatehouse project. Health Education and Behavior, 28(3), 368-383

Inchley, J., Muldoon, J., & Currie, C. (2007). Becoming a health promoting school: Evaluating the process of effective implementation in Scotland. Health Promotion International, 22(1), 65-71

Adams, J.D. (1988). Creating critical mass to support change, The OD Practitioner, 29(2)

Pluye, P., Potvin, L., Denis, J. L., Pelletier, J. (2004). Program sustainability: Focus on organizational routines. Health Promotion International, Dec;19(4), 489-500

Swerissen, H., Crisp, B.R. (2004). The sustainability of health promotion interventions for different levels of social organizations. Health Promotion International, 19(1), 123-130.


F-4 Consideration of Ecology and System Characteristics (This section list studies that specifically examine the attributes of school and other systems with a view to implementation and sustainability gains)

General Use of Ecological Approach/Systems thinking
Research

 Reports/Resources
Butler H, Bond L, Glover S, Patton G. The Gatehouse project: mental health promotion incorporating school organizational change and health education. In:

Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia: McGraw-Hill, 2002. 129-41

Firth N, Butler H, Drew S, Krelle A, Sheffield J, Patton G, Tollit M, Bond L (2008) Implementing multi-level programmes and approaches that address student well-being and connectedness: factoring in the needs of the schools, Advances in School Mental Health Promotion, Vol 1, Issue 4, 14-24

Tuohy, D., Coghlan, D. (1997). Development in schools: A systems approach based on organizational levels. Educational Management & Administration, 25(1), 65-77.

Weijck, J. (1982). Administering education in loosely-coupled school. Phi Delta Kappan, 63, 673-676.

Deschenes, M., Martin, C., Jomphe-Hill, A. (2003). Comprehensive approaches to school health promotion. How to achieve broader implementation. Health Promotion International, 18(4), 387-396.

Rowling, L., Jeffreys, V. (2006). Capturing complexity: Integrating health and education research to inform health-promoting schools policy and practice. Health Education Research, 21(5), 705-718.

Southwest Educational Development Laboratory. The Ecology of the School. Retrieved 8/17, 2006 from http://www.sedl.org/change/school/ecology.html

Hausman, A. J., Ruzek, S. B. (1995). Implementation of comprehensive school health education in elementary schools: Focus on teacher concerns. Journal of School Health, Mar;65(3), 81-86

Stokols, D. (1996). Translating social ecological theory into guidelines for community health promotion. American Journal of Health Promotion, 10, 282-298.

Flannery, D.J., Torquati, J. (1993). An elementary school substance abuse prevention program: Teacher and administrator perspectives. Journal of Drug Education, 23(4), 387-397.

Schaafsma, H. (1997). A networking model of change for middle managers. Leadership & Organization Development Journal, 18(1), 41-49. Berryhill, J.C., &

Prinz, R.J. (2003). Environmental interventions to enhance student adjustment: Implications for prevention. Prevention Science, 4(2)

Payne, A.A., Gottfredson, D.C., & Gottfredson, G.D. (2006). School predictors of the intensity of implementation of school-based prevention programs: Results from a national study. Prevention Science, 7(2), 225-237

Alavi, S.B., McCormick, J. (2004). A cross-cultural analysis of the effectiveness of the Learning Organization model in school contexts. International Journal of Educational Management, 19(7), 408-416

Aldrich, H. E. (1971). Organizational boundaries and interorganizational conflict. Human Relations, Aug;24(4), 279-293

American Association of School Administrators. (1999). Systems thinking: Untangling the Gordian knots of systemic change. Strategies for School System Leaders on District Level Change, 6(1).

Anderson, D., Plotnifoff, R.C., Raine, K., Cook, K. Smith, C., Barrett, L. (2004). Towards the development of scales to measure ‘will’ to promote heart health within health organizations in Canada. Health Promotion International, 19(4), 471-81

Austin, S.B., Fung, T., Cohen-Bearak, A., Wardle, K., Cheung, L.W.Y. (2006). Facilitating change in school health: A qualitative study of schools’ experiences using the School Health Index. Preventing Chronic Disease. Public Health Research, Practice and Policy. 3(2), 1-8.

Bellinger, G. (2004). Bureaucracy & Organizational Politics. Retrieved 6/25, 2006 from http://www.systems-thinking.org/bop/bop.htm

Boyd, W.L., Crowson R.L. (2002). The quest for a new hierarchy in education: From loose coupling back to tight?Journal of Educational Administration, 40(6), 521-533

Champagne, R., Leduc, N., Denis, J.L., Pineault, R. (1993). Organizational and environmental determinants of the performance of public health units. Soc Sci Med, 37(1), 85-95.

Church, A. H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal of Organizational Analysis, Jan;2(1), 18-53.

Couglan, R. J. (1970). Social structure in relatively closed and open schools. Educational Administration Quarterly, May;6(2), 14-35.

Davies, P., Coates, G. (2005). Competing conceptions and values in school strategy: Rational planning and beyond. Educational Management Administration & Leadership, 33(1), 109-124

Fusarelli, L.D. (2002). Tightly-coupled policy in loosely coupled system: Institutional capacity and organizational change. Journal of Educational Administration,40(6), 561-575.

Goldman, K. D. (1994). Perceptions of innovations as predictors of implementation levels: The diffusion of a nationwide health education campaign. Health Education Quarterly, Winter;21(4), 433-445.

Goodman, R.M., McLeroy, K.R., Steckler, A.B., Hoyle, R.H. (1993). Development of level institutional scales for health promotion programs. Health Education Quarterly, 29(2), 161.178

Goodman, R.M., Steckler, A.B., Kegler, M.C. (1996). Mobilizing organizations for health enhancement: Theories of organizational change. In K. Glanz, M.F. Lewis & B.K, Rimers (eds.), Health Behavior and Health Education: Theory, Research and Practice (pp. 287-314). San Francisco: Jossey-Bass

Jones, R. A., Jimmieson, N. L., Griffiths, A. (2005). The impact of organizational culture and reshaping capabilities on change implementation success: The mediating role of readiness for change. Journal of Management Studies, Mar;42(2), 361-386.

Leischow, S.J., Milstein, B. (2006). Systems thinking and modeling for public health practice. American Journal of Public Health, 96(3), 403-405.
Lortie, D.C. (2002). School Teacher: A Sociological Study. Chicago, IL: University of Chicago Press.

Zeichner, K., Gore J. (1990). Teacher socialization in W.R. Houston (ed.) Handbook of Research on Teacher Education, New York, NY: Macmillan.

Melia, K.M. (1998). Learning and working: The occupational socialization of nurses. In Mackay, L., Soothill, K., Media, K. (eds.). Classic Texts in Health Care. Elsevier Health Sciences.

Robinson S.E. (2004). Punctuated equilibrium, bureaucratization, and budgetary changes in schools. Policy Studies Journal, 32(1), 25.

Schraeder, M., Tears, R.S., Jordan, M.H. (2005). Organizational culture in public sector organizations: Promoting change through training and leading by example. Leadership and Organization Development Journal, 26(6), 492-502.

Markova, D., Holland B.M., (2005). Appreciative inquiry: A strategy for change in systemic leadership that builds on organizational strengths, not deficits. School Administrator, 62(2), 30.

Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Weekly, 24(25), 34-35.
  • Canadian Example. Thames Valley School Board has developed a five year (2010- 2015) strategic plan for school mental health in a large school board. The overall goal is to achieve a system-wide vision for the role of mental health in the schools which is linked to system goals of reducing learning gaps, leading to graduation. The strategic planning process is overseen by a steering committee reporting to the Board’s Mental Health Committee which is composed of Board trustees, senior administrators, teaching and support staff and community agency representatives. A framework has been adopted by this Committee which encompasses universal strategies, strategies targeted towards at-risk students and strategies for identified high needs students. The strategic planning process will be outlined in a power point presentation. The planning methodology is derived from Appreciative Inquiry and the Balanced Score Card. The process includes reviewing source documents (internal and external) such as Toward Recovery & Well-Being: A Framework for a Mental Health Strategy for Canada as well as available research. Key to the success of the planning is a stakeholder engagement process and also a systematic survey of mental health supports and services in the schools and a capacity assessment of teacher knowledge, skills and tools.

Specific Applications of Ecological/Systems Thinking & Characteristics

Openness

Research

Reports/Resources




Loose-coupling between levels in the system

Research

Reports/Resources
Barber, M., & Fullan, M. (2005). Tri-level development: Putting systems thinking into action. Education Weekly, 24(25), 34-35.



Professional Bureaucracies
Research

 Reports/Resources
Hymans, Michael (2008) How Personal Constructs about "Professional Identity" Might Act as a Barrier to Multi-Agency Working Educational Psychology in Practice, v24 n4 p279-288 Dec 2008


Working across Multiple Systems

Research

Reports/Resources

  • Canadian Example. The school districts and social service providers in the Algoma District of Northern Ontario, Canada, have come together to develop a collaborative / integrated service delivery model of evidence-based practice that leverages available expertise and resources to realize outcomes far beyond what individual organizations can achieve in isolation. Our presentation will explain how we are moving forward this voluntary collaboration – without additional resources or mandates by which to leverage change. We will share a research informed model of change management (Heath and Heath, 2010). The service model developed in Algoma uses a population health approach to implementing a full continuum of integrated supports and services that reduce barriers to learning, enhance students’ mental health, and build resilience. Our approach involves diverse stakeholders in developing a range of school-based mental health services. It sets a system-wide standard that evidence-based service models, which demonstrate their efficacy through evaluation, will be employed.



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