Advancing implementation of single session interventions in schools: a protocol for a qualitative study
Abstract Background Schools are one of the most common settings in which youth seek mental health services, yet existing school-based mental health interventions are often difficult to implement due to time, cost, and staffing limitations. Digital, self-administered Single Session Interventions (SSI...
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| Format: | Article |
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BMC
2025-05-01
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| Series: | Implementation Science Communications |
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| Online Access: | https://doi.org/10.1186/s43058-025-00742-9 |
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| author | Katherine A. Cohen Eric Bruns Aaron Lyon Tali Raviv Sara Becker Jessica L. Schleider |
| author_facet | Katherine A. Cohen Eric Bruns Aaron Lyon Tali Raviv Sara Becker Jessica L. Schleider |
| author_sort | Katherine A. Cohen |
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| description | Abstract Background Schools are one of the most common settings in which youth seek mental health services, yet existing school-based mental health interventions are often difficult to implement due to time, cost, and staffing limitations. Digital, self-administered Single Session Interventions (SSIs) are evidence-based supports that are intentionally structured to deliver a clinically-meaningful dosage of evidence-based content within one session. Although multiple studies have demonstrated the clinical effectiveness of school-based SSIs, there have been no systemic efforts to understand how SSIs can be practically implemented in schools. The goal of this project is to partner with students, parents, and school staff to identify factors that impact the implementation of SSIs and understand how SSIs can be sustainably integrated as mental health supports into school mental health infrastructure. Methods We will conduct focus groups (five groups, total n = 35–45) among community members (i.e., students, parents/caregivers, teachers, school administrators, and school mental health providers) to assess perceived facilitators and barriers to the effective implementation of evidence-based SSIs in schools (Aim 1). We will then work in partnership with community members (n = 10–15) to co-design multi-level implementation strategies (i.e., student-directed, staff-directed, system-directed) for increasing uptake and promoting sustainability of school-based SSIs (Aim 2). We will use inductive coding to thematically analyze qualitative data from group sessions. This study is being conducted within the Lake Washington School District in the Seattle, Washington region. Discussion The proposed project will be the first to investigate facilitators and barriers to real-world implementation of SSIs in schools and strategies to improve implementation. Future studies may test the effectiveness of the generated implementation strategies on outcomes such as SSI uptake over time. |
| format | Article |
| id | doaj-art-98743299b0ff4d5fb39f886fbc1412f1 |
| institution | OA Journals |
| issn | 2662-2211 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | BMC |
| record_format | Article |
| series | Implementation Science Communications |
| spelling | doaj-art-98743299b0ff4d5fb39f886fbc1412f12025-08-20T02:15:16ZengBMCImplementation Science Communications2662-22112025-05-01611710.1186/s43058-025-00742-9Advancing implementation of single session interventions in schools: a protocol for a qualitative studyKatherine A. Cohen0Eric Bruns1Aaron Lyon2Tali Raviv3Sara Becker4Jessica L. Schleider5Department of Medical Social Sciences, Northwestern University Feinberg School of MedicineDepartment of Psychiatry and Behavioral Sciences, University of Washington School of MedicineDepartment of Psychiatry and Behavioral Sciences, University of Washington School of MedicineDepartment of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of MedicineDepartment of Medical Social Sciences, Northwestern University Feinberg School of MedicineDepartment of Medical Social Sciences, Northwestern University Feinberg School of MedicineAbstract Background Schools are one of the most common settings in which youth seek mental health services, yet existing school-based mental health interventions are often difficult to implement due to time, cost, and staffing limitations. Digital, self-administered Single Session Interventions (SSIs) are evidence-based supports that are intentionally structured to deliver a clinically-meaningful dosage of evidence-based content within one session. Although multiple studies have demonstrated the clinical effectiveness of school-based SSIs, there have been no systemic efforts to understand how SSIs can be practically implemented in schools. The goal of this project is to partner with students, parents, and school staff to identify factors that impact the implementation of SSIs and understand how SSIs can be sustainably integrated as mental health supports into school mental health infrastructure. Methods We will conduct focus groups (five groups, total n = 35–45) among community members (i.e., students, parents/caregivers, teachers, school administrators, and school mental health providers) to assess perceived facilitators and barriers to the effective implementation of evidence-based SSIs in schools (Aim 1). We will then work in partnership with community members (n = 10–15) to co-design multi-level implementation strategies (i.e., student-directed, staff-directed, system-directed) for increasing uptake and promoting sustainability of school-based SSIs (Aim 2). We will use inductive coding to thematically analyze qualitative data from group sessions. This study is being conducted within the Lake Washington School District in the Seattle, Washington region. Discussion The proposed project will be the first to investigate facilitators and barriers to real-world implementation of SSIs in schools and strategies to improve implementation. Future studies may test the effectiveness of the generated implementation strategies on outcomes such as SSI uptake over time.https://doi.org/10.1186/s43058-025-00742-9SchoolYouth mental healthDigital mental healthSingle Session Interventions |
| spellingShingle | Katherine A. Cohen Eric Bruns Aaron Lyon Tali Raviv Sara Becker Jessica L. Schleider Advancing implementation of single session interventions in schools: a protocol for a qualitative study Implementation Science Communications School Youth mental health Digital mental health Single Session Interventions |
| title | Advancing implementation of single session interventions in schools: a protocol for a qualitative study |
| title_full | Advancing implementation of single session interventions in schools: a protocol for a qualitative study |
| title_fullStr | Advancing implementation of single session interventions in schools: a protocol for a qualitative study |
| title_full_unstemmed | Advancing implementation of single session interventions in schools: a protocol for a qualitative study |
| title_short | Advancing implementation of single session interventions in schools: a protocol for a qualitative study |
| title_sort | advancing implementation of single session interventions in schools a protocol for a qualitative study |
| topic | School Youth mental health Digital mental health Single Session Interventions |
| url | https://doi.org/10.1186/s43058-025-00742-9 |
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