TY - JOUR
T1 - Streamlined pediatric anxiety program for school mental health services
AU - Pina, Armando A.
AU - Stoll, Ryan D.
AU - Holly, Lindsay E.
AU - Wynne, Henry
AU - Chiapa, Amanda
AU - Parker, Julia
AU - Caterino, Linda
AU - Tracy, Sarah J.
AU - Gonzales, Nancy A.
AU - Valdivieso, Alejandro
N1 - Funding Information:
This work was supported in part by grant number K01MH086687 awarded to A. Pina from the National Institute of Mental Health and funding awarded to R. Stoll from the J. Orin Edson Foundation and Pakis Center for Business Philanthropy. The content is solely the responsibility of the authors and does not represent the official views of the funding agencies.
Publisher Copyright:
© 2022 Elsevier Ltd
PY - 2023/1
Y1 - 2023/1
N2 - There needs to be serious transformation of evidence-based interventions (EBIs) into real-world solutions; otherwise, EBIs will never achieve the intended public health impact. In a randomized trial, we reported effects of a redesigned anxiety program. Herein, we described the redesign process that led to the program. Survey data revealed provider preferences for school mental health anxiety services. Focus groups and prototype feedback sessions revealed service barriers to uptake, implementation, and sustainability along with corresponding enabling strategies. Prototype feedback sessions also focused on refinement and fine-tuning of the redesign. In the end, traditional EBI strategies were transformed and packaged into six lessons, lasting 20–30 minutes each, and amenable to delivery in small-group format. The redesign achieved the intended purpose of retaining elements from cognitive and behavior therapy and social skills training for the target population of the intervention (e.g., 3rd to 5th graders with heterogeneous anxiety problems - identified and referred). The streamlined EBI is accessible from PBS LearningMedia™ - a service that hosts public, research-based, and school-ready materials.
AB - There needs to be serious transformation of evidence-based interventions (EBIs) into real-world solutions; otherwise, EBIs will never achieve the intended public health impact. In a randomized trial, we reported effects of a redesigned anxiety program. Herein, we described the redesign process that led to the program. Survey data revealed provider preferences for school mental health anxiety services. Focus groups and prototype feedback sessions revealed service barriers to uptake, implementation, and sustainability along with corresponding enabling strategies. Prototype feedback sessions also focused on refinement and fine-tuning of the redesign. In the end, traditional EBI strategies were transformed and packaged into six lessons, lasting 20–30 minutes each, and amenable to delivery in small-group format. The redesign achieved the intended purpose of retaining elements from cognitive and behavior therapy and social skills training for the target population of the intervention (e.g., 3rd to 5th graders with heterogeneous anxiety problems - identified and referred). The streamlined EBI is accessible from PBS LearningMedia™ - a service that hosts public, research-based, and school-ready materials.
KW - Anxiety intervention
KW - Anxiety treatment for youth
KW - Evidence-based intervention for youth
KW - Pediatric anxiety
KW - School mental health
KW - User-centered design
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U2 - 10.1016/j.janxdis.2022.102655
DO - 10.1016/j.janxdis.2022.102655
M3 - Article
C2 - 36517320
AN - SCOPUS:85144820667
SN - 0887-6185
VL - 93
JO - Journal of Anxiety Disorders
JF - Journal of Anxiety Disorders
M1 - 102655
ER -