Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation

Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation

Item
http://www.wikidata.org/entity/Q35847163
The Contextualized Technology Adaptation Process (CTAP): Optimizing Health Information Technology to Improve Mental Health Systems.The Brief Intervention for School Clinicians (BRISC): A mixed-methods evaluation of feasibility, acceptability, and contextual appropriateness.Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.Student Perceptions of the Acceptability and Utility of Standardized and Idiographic Assessment in School Mental HealthAdvancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda.Intentional research design in implementation science: implications for the use of nomothetic and idiographic assessment.Monitoring Treatment Progress and Providing Feedback is Viewed Favorably but Rarely Used in Practice.A Digital Feedback System to Support Implementation of Measurement-Based Care by School-Based Mental Health Clinicians.Collaborative Care in Schools: Enhancing Integration and Impact in Youth Mental HealthIndividualized Progress Measures Are More Acceptable to Clinicians Than Standardized Measures: Results of a National Survey.Exploring Provider Use of a Digital Implementation Support System for School Mental Health: A Pilot Study.The impact of inter-organizational alignment (IOA) on implementation outcomes: evaluating unique and shared organizational influences in education sector mental health.Facilitators and Barriers of Implementing a Measurement Feedback System in Public Youth Mental Health.
P2860

Determinants and Functions of Standardized Assessment Use Among School Mental Health Clinicians: A Mixed Methods Evaluation

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http://www.wikidata.org/entity/Q35847163
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