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    A Qualitative Examination of a School-Based Implementation of Computer-Assisted Cognitive-Behavioral Therapy for Child Anxiety

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    Genre
    Post-print
    Date
    2021-06-24
    Author
    Crane, Margaret E.
    Philips, Katherine E.
    Maxwell, Colleen A.
    Norris, Lesley A.
    Rifkin, Lara S.
    Blank, Jacob M.
    Sorid, Samantha D.
    Read, Kendra L.
    Swan, Anna J.
    Kendall, Philip C. cc
    Frank, Hannah E.
    Show allShow less
    Department
    Psychology and Neuroscience
    Subject
    Computer-assisted treatment
    Cognitive-behavioral therapy
    Schools
    Child anxiety
    Implementation
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/7952
    
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    DOI
    https://doi.org/10.1007%2Fs12310-021-09424-y
    Abstract
    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 three 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 minutes) 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.
    Citation
    Crane, M. E., Phillips, K. E., Maxwell, C. A., Norris, L. A., Rifkin, L. S., Blank, J. M., Sorid, S. D., Read, K. L., Swan, A. J., Kendall, P. C., & Frank, H. E. (2021). A qualitative examination of a school-based implementation of computer-assisted cognitive-behavioral therapy for child anxiety. School Mental Health, 13(2), 347-361. https://doi.org/10.1007/s12310-021-09424-y
    Citation to related work
    Springer
    This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections.
    Has part
    School Mental Health, Vol. 13
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/7924
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