About the Book
Mental health disorders are common in youth, impacting up to 1 in 5 children and adolescents. Typically, mental health difficulties result in impaired functioning and lower quality of life for both youth and their families. Fortunately, there are psychosocial treatments for the mental health needs of youth that have earned the "evidence-based" label. However, these treatments are not widely available, and it is estimated that it can take up to 17 years for them to be transported into community settings. As a result, a new field of dissemination and implementation (DI) science has emerged to address this problem. Dissemination refers to the transfer of information about evidence-based practices to community settings, and implementation refers to active strategies to assist adoption of evidence-based practices in community settings. Dissemination and Implementation of Evidence-Based Practices in Child and Adolescent Mental Health is the first book to bring together the world's foremost experts in implementation science and evidence-based practices for youth to provide the latest findings around DI for children and adolescents. Chapters provide comprehensive coverage of the science of dissemination and implementation across contexts, disorders, and international perspectives. This volume will be an essential resource to implementation scientists and scholars, instructors in doctoral-level training programs, and graduate students, as well as policymakers, community mental health clinicians and administrators, school administrators, researchers, and other mental health professionals.
Table of Contents:
Part I. Introduction1. The Promise of Evidence-based Practices in Child and Adolescent Mental HealthPhilip C. Kendall and Rinad S. BeidasPart II. Background2. Guiding Theory for Dissemination and Implementation Research: A Reflection on Models Used in Research and PracticeDavid A. Chambers3. Measurement in Dissemination and Implementation ScienceEnola K. Proctor, Byron J. Powell, and Megan A. Feely4. Capturing Fidelity in Dissemination and Implementation ScienceSonja K. Schoenwald, Jason E. Chapman, and Ann F. Garland5. The Role of Organizational Culture and Climate in the Dissemination and Implementation of Empirically Supported Treatments for YouthNathaniel J. Williams and Charles Glisson6. Leadership and Strategic Organizational Climate to Support Evidence-Based Practice ImplementationGregory A. Aarons, Lauren R. Farahnak, and Mark G. Ehrhart7. Dissemination and Implementation in Children's Mental Health: Closing the Research to Training GapStacy L. Frazier, Sarah Kate Bearman, Ann F. Garland, and Marc S. AtkinsPart III. System-level Approaches to Implementing Evidence-based Practices for Youth in Community Mental Health Settings8. Practice-Research Partnerships That Scale-up, Attain Fidelity, and Sustain Evidence-Based PracticesPatricia Chamberlain and Lisa Saldana9. From experience to experiment: Using state systems as laboratories for implementation of evidence-based practices for childrenErum Nadeem, S. Serene Olin, Allissa Gleacher, Brian Ka Ho Chor, Dara Weiss, Andrew F. Cleek, Mary M. McKay, and Kimberly E. Hoagwood10. Transformation of Mental Health Services for Children and Young People in EnglandRoz Shafran, Peter Fonagy, Kathryn Pugh, and Pamela Myles11. Global Dissemination and Implementation of Child Evidence-Based Practices in Low Resources CountriesLaura K. Murray, Shannon Dorsey, and Eric Lewandowski12. Building and advancing an evidence-based service system in HawaiiBrad J. Nakamura, Lesley Slavin, Scott Shimabukuro, and Scott KeirPart IV. Approaches to Implementing Evidence-based Practices for Youth in Schools13. Dissemination and Implementation of Empirically Supported Treatments for Anxious Youth in Community SettingsChiaying Wei, Colleen Cummings, Joanna Herres, Kendra L. Read, Anna Swan, Matthew Carper, Alexandra Hoff, Vijaita Mahendra, and Philip C. Kendall 14. Dissemination and Implementation of Treatments for Disruptive Disorders in SchoolsCaroline L. Boxmeyer, John E. Lochman, Nicole P. Powell, Rachel Baden Sherrill, Sara Stromeyer, and Meghann Kelly Sallee15. Implementation of Evidence-Based Practices for Children with Autism Spectrum Disorders in Public SchoolsJill Locke, Hilary E. Kratz, Erica M. Reisinger, and David S. Mandell 16. Dissemination and Implementation of Cognitive Therapy for Depression in SchoolsCourtney L. Benjamin, Kristin Pontoski Taylor, Samantha M. Goodin, and Torrey A. Creed17. Cognitive Behavioral Intervention for Trauma in Schools (CBITS): Dissemination and Implementation of a School-based InterventionSheryl H. Kataoka, Catherine DeCarlo Santiago, Lisa Jaycox, Audra Langley, Bradley Stein, and Pamela VonaPart V. Approaches to Implementing Evidence-based Practices for Youth Using Technology18. Internet-based Dissemination and Implementation of Cognitive Behavioral Therapy for Child AnxietyMuniya S. Khanna, Connor Morrow Kerns, and Matthew M. Carper19 Internet-based Implementation: Broadening the Reach of Parent-Child Interaction Therapy for Early Child Behavior ProblemsR. Meredith Elkins and Jonathan S. Comer Index
About the Author :
Philip C. Kendall, PhD, ABPP, is Distinguished University Professor, Laura H. Carnell Professor of Psychology, and Director of the Child and Adolescent Anxiety Disorders Clinic at Temple University. Dr. Kendall has garnered several prestigious awards including Fellow at the Center for Advanced Study in the Behavioral Sciences, the inaugural Research Recognition Award from the Anxiety Disorders Association of America, the Great Teacher award from Temple University, and Outstanding Contribution by an Individual for Educational/Training Activities from ABCT.
Review :
"This is a very timely book that is impressive in its depiction of state-of-the-art practices in this field. With well-crafted chapters by eminent scholars, this collection will inform researchers, practitioners, and families about effective strategies for translating what we know about evidence-based treatments for young people into real-world practice in multiple contexts. I am confident that this tour de force will advance the quality of care children and adolescents receive in the community, in their schools, and via the internet." --Nadine J. Kaslow, PhD, ABPP, Professor and Vice Chair, Emory Department of Psychiatry and Behavioral Sciences and President, American Psychological Association (2014)
"Beidas and Kendall have assembled an important and timely book. Their strong focus on 'upstream' system-level approaches is refreshing and is likely to have the greatest overall impact on mental health in youth. While the field of dissemination and implementation research is still young, this volume shows the dividends this science has already paid, and its future promise." -- Ross C. Brownson, PhD, Professor, Washington University in St. Louis
"This volume, put together by Beidas and Kendall, is a wonderful and much needed addition to the emerging science of dissemination and implementation. It is likely that D&I is likely to be highly specific to different service systems and delivery platforms and this set of chapters nicely explores this tenet with sections on schools and community mental health settings, two of the most important service systems for children and youth with mental health challenges." -- John Landsverk, PhD, Research Scientist, Oregon Social Learning Center
"This volume makes an extraordinary contribution to mental health practice for children and youth in community settings. The interdisciplinary group of contributors assembled by Drs. Beidas and Kendall is highly impressive and represents the top scholars in the world conducting research on dissemination and implementation. The text is unique in its emphasis on linking research to practice in community mental health settings and schools, and its focus on innovative uses of technology. I would strongly recommend this text as a resource for graduate students, researchers, and community providers across multiple disciplines, including psychology, psychiatry, social work, nursing, counseling, pediatrics, adolescent medicine, public health, epidemiology, and engineering." -- Thomas J. Power, PhD, Professor of School Psychology in Pediatrics and Psychiatry, Perelman School of Medicine at University of Pennsylvania, and Chief Psychologist, The Children's Hospital of Philadelphia
