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Going to Scale: Experiences Implementing a School-Based Trauma Intervention.

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  • 1Columbia University & New York State Psychiatric Institute.

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|June 28, 2016
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Summary
This summary is machine-generated.

Scaling up the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) requires a robust support system. Successful implementation involves tailored strategies, ongoing support, and fidelity monitoring for school-based mental health programs.

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Area of Science:

  • Implementation Science
  • School Psychology
  • Child Mental Health

Background:

  • The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) is an evidence-based program.
  • Scaling up interventions in school settings presents unique challenges.
  • Community-partnered research frameworks are crucial for effective intervention development and dissemination.

Purpose of the Study:

  • To describe implementation experiences of scaling up CBITS in schools.
  • To examine macro- and school-level implementation processes and strategies.
  • To identify key components of a successful implementation support system for CBITS.

Main Methods:

  • Case studies from two school sites that successfully implemented CBITS.
  • Analysis of macro- and school-level implementation processes.
  • Examination of strategies used to address implementation challenges.

Main Results:

  • Successful CBITS implementation relies on a comprehensive support system.
  • Key support elements include pre-implementation work and ongoing clinical/logistical assistance.
  • Fidelity to core components, tailored implementation, and outcome monitoring are vital.

Conclusions:

  • A structured implementation support system is critical for scaling CBITS effectively.
  • Tailoring interventions to the service context enhances successful adoption.
  • Monitoring child outcomes ensures intervention effectiveness and informs future improvements.