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Crafting usable knowledge.

S Rosenfield1

  • 1Department of Counseling and Personnel Services, University of Maryland, 3214 Benjamin Building, College Park, MD 20742, USA. sr47@umail.umd.edu

The American Psychologist
|April 3, 2001
PubMed
Summary

Effective intervention dissemination in schools requires addressing practitioner education and researcher engagement. Improving intervention selection and research training is crucial for empirical practice.

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Area of Science:

  • Educational Psychology
  • Implementation Science
  • School-Based Interventions

Background:

  • Current intervention evaluation methods overlook dissemination and utilization challenges, especially in complex school environments.
  • The generalizability of research findings to specific contexts is often limited, hindering practical application.
  • There is a significant gap in understanding the actual use of empirically supported interventions in real-world practice settings.

Purpose of the Study:

  • To examine the dissemination process of interventions, including practitioner education and researcher mindset.
  • To propose a systematic problem-solving approach for selecting interventions.
  • To suggest augmenting research training with empirical practice development strategies.

Main Methods:

  • Analysis of intervention dissemination and utilization in school settings.
  • Review of current research training and methodology.
  • Case examples from school-based practice to illustrate proposed strategies.

Main Results:

  • Dissemination requires focused practitioner education and a consumer-oriented approach from researchers.
  • A systematic problem-solving framework can enhance intervention selection.
  • Research training needs enhancement to support an empirical approach to practice.

Conclusions:

  • Addressing dissemination and utilization is critical for the effective implementation of interventions in schools.
  • A shift towards a problem-solving orientation and enhanced research training is necessary for bridging research and practice gaps.
  • School-based examples highlight the practical application of these recommendations for improving intervention outcomes.

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