ABSTRACT

Better integration of evidence-based practices (EBPs) in schools can improve access to effective youth mental health care. However, EBPs typically developed and tested within clinics may not be feasible for school-based implementation. We conducted a small randomized trial comparing Show Me FIRST, a brief intervention designed for efficient uptake in diverse clinical settings, against usual care (UC) in a school-based sample of 34 youth (70.59% female, 79.41% White; 11.76% Latinx; M = 12.21 years old; 41.18% received free or reduced lunch) with significantly elevated depression and anxiety. Using a mixed methods approach to gauge feasibility and efficacy, we found that school-based providers were able to deliver most content with fidelity and within six sessions. Youth and providers reported significant symptom improvements, but comparisons against UC were nonsignificant. Providers reported several challenges to implementing Show Me FIRST with the high-risk sample that may help explain these findings and suggest future adaptations.

摘要

在学校中更好地整合循证实践（EBP）可以改善获得有效的青年精神卫生保健的机会。但是，通常在诊所内开发和测试的EBP对于基于学校的实施可能并不可行。我们进行了一项小型随机试验，比较了以学校为基础的34名青年（70.59％的女性，79.41％的白人； 11.76％的拉丁裔）的学校样本中的Show Me FIRST（一种旨在在不同临床环境中有效摄取的简短干预措施）与常规护理（UC）的比较。 ; M = 12.21岁；41.18％的人获得了免费或减少的午餐），而抑郁和焦虑明显加剧。通过使用一种混合方法来评估可行性和有效性，我们发现，以学校为基础的提供者能够在六个环节内忠实地提供大多数内容。青年和医务人员报告的症状改善显着，但与UC的比较无统计学意义。提供商报告了在高风险样本中实施Show Me FIRST的几个挑战，这可能有助于解释这些发现并建议未来的适应方法。