Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres
{"title":"文化如何融入去执行化?实证研究范围综述","authors":"Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres","doi":"10.1002/pits.23244","DOIUrl":null,"url":null,"abstract":"Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How does culture fit into de‐implementation? A scoping review of empirical research\",\"authors\":\"Andryce Clinkscales, Courtenay A. Barrett, Bryn Endres\",\"doi\":\"10.1002/pits.23244\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-06-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23244\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23244","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
How does culture fit into de‐implementation? A scoping review of empirical research
Research indicates that racially and ethnically minoritized populations are more likely to receive low‐value services in comparison to White populations. It is crucial to de‐implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited understanding of how, when, and why practices are de‐implemented. De‐implementation has been shown to improve client outcomes through a variety of mechanisms, such as improved service quality. This scoping review had two aims. First, we examined empirical articles related to de‐implementation to determine whether culture (the practitioner's or client's values and beliefs) and race/ethnicity were assessed or reported. Second, we examined how these factors were considered throughout the de‐implementation process. A total of 20 empirical studies were identified. Results suggested there is a gap in the literature regarding how culture and race/ethnicity may impact de‐implementation and ensuing outcomes. We translated research across settings to highlight the importance of considering culture and race/ethnicity when engaging in de‐implementation. Lastly, we provide suggestions for future research and discuss implications for practitioners.
期刊介绍:
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.