Mental health treatment in schools has the potential to improve youth treatment access. However, school-specific barriers can make implementing evidence-based interventions difficult. Task-shifting (i.e., training lay staff to implement interventions) and computer-assisted interventions may mitigate these barriers. This paper reports on a qualitative examination of facilitators and barriers of a school-based implementation of a computer-assisted intervention for anxious youth (Camp Cope-A-Lot; CCAL). Participants (N = 45) included school staff in first through fourth grades. Providers attended a training in CCAL and received weekly, hour-long group consultation calls for 3 months. In the second year, the sustainability of CCAL use was assessed. Qualitative interviews were conducted after the first year (initial implementation) and second year (sustainability). Interviews were analyzed using the Consolidated Framework for Implementation Research domains to classify themes. Although participants reported that CCAL included useful skills, they expressed concerns about recommended session length (45 min) and frequency (weekly). Time burden of consultation calls was also a barrier. School staff facilitated implementation by enabling flexible scheduling for youth to be able to participate in the CCAL program. However, the sustainability of the program was limited due to competing school/time demands. Results suggest that even with computer-assisted programs, there is a need to tailor interventions and implementation efforts to account for the time restrictions experienced by school-based service providers. Optimal fit between the intervention and specific school is important to maintain the potential benefits of computer-assisted treatments delivered by lay service providers in schools.

学校的心理健康治疗有可能改善青少年接受治疗的机会。然而，学校特有的障碍可能使实施循证干预变得困难。任务转移（即培训非专业工作人员实施干预措施）和计算机辅助干预措施可以减轻这些障碍。本文报告了对学校实施计算机辅助干预焦虑青年（Camp Cope-A-Lot；CCAL）的促进因素和障碍的定性检查。参与者（N = 45) 包括一年级到四年级的学校工作人员。提供者参加了 CCAL 培训，并收到了为期 3 个月的每周一小时的团体咨询电话。在第二年，评估了 CCAL 使用的可持续性。在第一年（初始实施）和第二年（可持续性）之后进行了定性访谈。使用实施研究领域的综合框架对访谈进行分析，以对主题进行分类。尽管参与者报告说 CCAL 包括有用的技能，但他们对推荐的会话长度（45 分钟）和频率（每周）表示担忧。咨询电话的时间负担也是一个障碍。学校工作人员通过灵活安排青少年能够参与 CCAL 计划来促进实施。然而，由于相互竞争的学校/时间需求，该计划的可持续性受到限制。结果表明，即使使用计算机辅助程序，也需要调整干预措施和实施工作，以考虑到学校服务提供者所经历的时间限制。干预措施与特定学校之间的最佳匹配对于维持学校非专业服务提供者提供的计算机辅助治疗的潜在益处非常重要。