School-based mindfulness: Application of the PARiHS framework to contextualize implementation

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2024-12-19 DOI:10.1016/j.jsp.2024.101404

Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown

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引用次数: 0

Abstract

Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (n = 27) in eight schools and PoM staff (n = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process. First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.

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基于学校的正念：parhis框架在情境化实施中的应用

虽然以学校为基础的正念项目正在增加，但促进或阻碍项目实施的背景问题却知之甚少。利用实施科学框架（即，促进卫生服务研究行动[parhis]）作为数据收集和分析的启发式方法，我们采用探索性顺序混合方法设计，从8所学校的教育工作者（n = 27）和PoM员工（n = 4）的角度，使用不同的实施方法，调查心灵和平（PoM）计划的实施障碍和促进因素。定性访谈数据和混合方法调查数据的整合表明，个人因素和结构因素的结合是成功实施计划的关键，这些因素协同作用。与促进PoM实施相关的最显著因素包括由同样处于领导地位的强大支持者支持的强有力的支持。最突出的因素与时间和执行过程有关。第一手的、非正式的证据比远端研究更能影响购买。讨论了SBMP实施和实施研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.