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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Related Experiment Video

Updated: Jun 13, 2026

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
06:05

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Implementation climate and readiness for the THRIVE intervention in school settings: a mixed methods study.

Sinko Wang1, Hayley Quinones2, Lisa Miller2

  • 1Brown School of Social Work, Washington University in St. Louis, MSC 1196-251-46, One Brookings Drive, St. Louis, MO, 63130, USA. wang.xinli@wustl.edu.

Implementation Science Communications
|June 12, 2026
PubMed
Summary
This summary is machine-generated.

Schools show moderate readiness for the THRIVE intervention, but resource constraints and limited incentives may impede its success. Tailored strategies are needed to address these barriers for effective implementation.

Keywords:
CFIRChild mental healthContextual barriers and facilitatorsEducational settingOrganizational readiness for changePCITPreventive interventionResource barriersSchool implementation climate

Related Experiment Videos

Last Updated: Jun 13, 2026

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
06:05

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Area of Science:

  • Implementation Science
  • School Mental Health
  • Public Health

Background:

  • Schools are key settings for mental health interventions.
  • Organizational context and readiness influence program success.
  • The THRIVE parent-child intervention is being studied in schools.

Purpose of the Study:

  • To explore baseline contextual factors influencing THRIVE implementation.
  • To assess school implementation climate and organizational readiness.
  • To compare factors in resource-rich versus resource-constrained schools.

Main Methods:

  • Convergent mixed methods design.
  • Quantitative data from School Implementation Climate Scale (SICS) and Organizational Readiness for Change (ORC).
  • Qualitative interviews guided by the Consolidated Framework for Implementation Research (CFIR).

Main Results:

  • Schools reported moderately positive implementation climate (SICS: 3.27) and readiness (ORC: 3.79).
  • Strong focus on evidence-based practice (EBP) and training, but limited incentives.
  • Resource-constrained schools emphasized EBP less but perceived greater benefits.

Conclusions:

  • Schools exhibit moderate readiness for THRIVE, but implementation challenges exist.
  • Limited incentives, communication issues, and resource constraints are potential barriers.
  • Tailored, flexible strategies are crucial to overcome structural barriers and promote buy-in.