Abstract
Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggests variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.
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Notes
In three instances, university consultants with education levels similar to the community and school professionals (masters’ level) supplemented BRIDGE delivery when staff left the school (one case) or took maternity leave (two cases).
In our analysis, the implementation process domain was embedded within the intervention characteristics domain.
Exposure to consultation sessions or classroom strategies was only counted if minimal levels of adherence were met (e.g., the primary elements of the consultation session or classroom strategy were present).
Specific class sizes and grades are removed to protect confidentiality.
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Acknowledgments
This research was supported, in part, by a Center Grant from the National Institute of Mental Health (NIMH 1P20MH078458-01A2; Principal Investigator: Marc S. Atkins). The opinions expressed are those of the authors and do not represent the views of the NIMH. We would like to thank the LINKS Center Investigators, research assistants from New York University, and the school and community collaborators who contributed time and expertise to this effort.
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Elise Cappella serves on the Evaluation Advisory Committee of Good Shepherd Services (unrelated to this study); Caroline Bilal declares that she has no conflict of interest; Daisy R. Jackson declares that she has no conflict of interest; Ha Yeon Kim declares that she has no conflict of interest; Sibyl Holland declares that she has no conflict of interest; Marc S. Atkins declares that he has no conflict of interest.
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Cappella, E., Jackson, D.R., Kim, H.Y. et al. Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study. School Mental Health 8, 222–237 (2016). https://doi.org/10.1007/s12310-015-9165-9
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DOI: https://doi.org/10.1007/s12310-015-9165-9