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Ready, willing, and able: developing a support system to promote implementation of school-based prevention programs.

Paul D Flaspohler¹, Cricket Meehan, Melissa A Maras

¹Department of Psychology and Center for School-Based Mental Health Programs, Miami University, Oxford, OH, USA. flaspopd@muohio.edu

American Journal of Community Psychology

|May 24, 2012

Summary

Implementing evidence-based prevention programs in schools is challenging. A school-based prevention support system aids high-quality, fidelity implementation of whole school initiatives, improving outcomes.

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Area of Science:

Educational Psychology
Public Health
Implementation Science

Background:

Evidence-based practices in health, education, and mental health are expanding.
Translating these practices into school settings presents significant implementation challenges.

Purpose of the Study:

To describe a prevention support system for high-quality, whole school prevention initiatives in elementary and middle schools.
To present initial data supporting the system's effectiveness.

Main Methods:

Described the functions and strategies of a school-based prevention support system.
Detailed structures and activities for identifying, selecting, and providing technical assistance to school personnel.
Collected 5-year data on implementation support for 5 evidence-based programs across 12 schools.

Main Results:

Demonstrated successful implementation support for 5 evidence-based programs with fidelity in 12 schools.
Presented preliminary evidence of goal attainment for implemented prevention initiatives.
Highlighted the value of assessing organizational readiness for adoption and implementation.

Conclusions:

Ongoing assessment of organizational readiness is crucial for adopting and implementing effective school-based practices.
The prevention support system offers valuable insights for developing results-oriented prevention service delivery.
Lessons learned will inform future research and action steps for school-based prevention support systems.