Nicole S J Dryburgh, John R Weisz, Linda Duong, Ryan Miller, Kate Jamieson, Christine Rodriguez, Tracy Weaver, Katherine E Venturo-Conerly, Olivia M Fitzpatrick, Alexandra Fortier, Kathy H Short, Katholiki Georgiades
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引用次数: 0
Abstract
Objective: To evaluate the Brief Digital Intervention Program, developed in response to pandemic-era disruptions in school mental health care and the need for flexible and scalable interventions with integrated measurement for students with mild-to-moderate difficulties. The program comprises four brief, digital interventions that teach transdiagnostic, evidence-based skills (relaxation, cognitive restructuring, problem solving, and practicing the opposite of unhelpful behavior), and includes an embedded progress monitoring tool for routinely measuring students' internalizing and externalizing difficulties and "top problems" session-by-session. Study goals were to: 1) examine the acceptability of the intervention; 2) describe barriers and facilitators to its use; and 3) examine pre-post changes in student-reported difficulties.
Method: Data were examined from 53 school mental health professionals who implemented the intervention with 213 students (Mage = 13.41 years; 63.3% cisgender girls, 27.1% cisgender boys, 9.5% another gender) presenting for mild to moderate mental health concerns from 2021-2024.
Results: Professionals and students reported high satisfaction with the intervention. Commonly reported barriers included difficulties with technical navigation and time for training; facilitators included ease of use/accessibility of the technical features and student engagement. Results indicated significant reductions in internalizing difficulties, β = -0.42, p < .001 [small-to-medium effect], externalizing difficulties, β = -0.15, p = -.04 [small effect], and top problem severity, β = -1.01, p < .001 [large effect], from pre- to post-intervention.
Conclusions: Findings provide preliminary support for the acceptability and potential benefits of the Brief Digital Intervention Program for school mental health care. Next steps include evaluation using a controlled, randomized design and testing sustainability.
期刊介绍：
The Journal of Clinical Child and Adolescent Psychology (JCCAP) is the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association. It publishes original contributions on the following topics: (a) the development and evaluation of assessment and intervention techniques for use with clinical child and adolescent populations; (b) the development and maintenance of clinical child and adolescent problems; (c) cross-cultural and sociodemographic issues that have a clear bearing on clinical child and adolescent psychology in terms of theory, research, or practice; and (d) training and professional practice in clinical child and adolescent psychology, as well as child advocacy.
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