The proposed project draws on the training and expertise above to develop and evaluate a contextually-adapted, web-based measurement feedback system (MFS) for use in school-based mental health service delivery through a series of qualitative, quantitative, and mixed methods research aims. MFS use assessment data to deliver information to clinicians about client progress, represent a structured way to introduce assessment and progress monitoring into service systems, and have the potential to support effective, client-centered care. The current study will use clinician focus groups and direct clinician feedback to adapt this MFS for use by clinicians working in schools in order to advance the following Research Aims: (1) evaluate the school context to inform MFS adaptation; (2) assess the adaptation’s effectiveness in context; (3) evaluate the system impact on clinician behavior and youth outcomes; and (4) assess the added utility of providing school/academic data to school clinicians for use in progress monitoring.
Evidence-based mental health services are infrequently provided by school-based clinicians, resulting in sub-optimal outcomes for the “safety net” populations most likely to receive care in that setting (i.e., low-socioeconomic status, ethnic minority youth). By identifying innovative health technologies that systematically support the implementation of evidence-based practices and adapting them for use in schools, the proposed research and training carries considerable potential to enhance the availability of high-quality care for underserved youth, thereby more effectively alleviating symptoms and promoting functioning across domains.