Category: Dissemination & Implementation Science
Valentine, S. E., Fuchs, C., Carlson, M., & Elwy, A. R. (2021). Leveraging multistakeholder engagement to develop an implementation blueprint for a brief trauma-focused cognitive behavioral therapy in primary care. Psychological Trauma: Theory, Research, Practice, and Policy. https://doi.org/10.1037/tra0001145
,Ciao, A. C., Duvall, A., Pascual, S., & Lawley, K. A. (2022). Expert peer facilitation of the EVERYbody Project: A randomized‐controlled evaluation of a diversity‐focused, dissonance‐based, universal body image program for college students. International Journal of Eating Disorders.
, Burgard, S. A., & Chen, P. V. (2014). Challenges of health measurement in studies of health disparities. Social science & medicine https://doi.org/10.1016/j.socscimed.2014.01.045,
Jordan Albright, Ph.D. (she/her/hers)
Postdoctoral Research Fellow
University of Pennsylvania
Philadelphia, Pennsylvania
Cameo Stanick, Ph.D. (she/her/hers)
Hathaway-Sycamores Child and Family Services
Los Angeles, California
Jordan Albright, Ph.D. (she/her/hers)
Postdoctoral Research Fellow
University of Pennsylvania
Philadelphia, Pennsylvania
Gabriela Khazanov, Ph.D. (she/her/hers)
Corporal Michael J Crescenz VA Medical Center
Philadelphia, Pennsylvania
Summer Pascual, B.S. (she/her/hers)
Implementation Research Assistant
The Baker Center for Children and Families/Harvard Medical School
San Jose, California
Daniel Saravia, M.A. (he/him/his)
University of California Los Angeles
Reseda, California
The process of developing and implementing evidence-based practices (EBPs) is complex and fraught with challenges, resulting in mental health service programs that often fail to reach their full potential (Aarons et al., 2011; Kendall et al., 2023; Wolk et al., 2022). Implementation science frameworks emphasize the importance of stakeholder engagement to prevent these challenges and ensure that selected interventions are appropriate for the given context (Triplett et al., 2022). By working with communities directly impacted by EBP implementation, stakeholder-engaged research increases EBP inclusivity and improves access to care. It also services to bridge the gap between clinical science and practice, as well as improve the sustainability of EBPs.
This symposium describes several ways in which engagement with community partners has been leveraged to successfully develop and implement treatment protocols in community settings. Presentations describe working with a wide range of stakeholders, including clinicians in an urban school district; middle school staff, teachers, and students; service providers and community members; and community-based suicide prevention coalitions and firearm safety experts. Presenters will describe ways in which engaging stakeholders improved the inclusivity of the EBP and increased access to care for community members, as well as detailing barriers and facilitators to stakeholder-engaged research.
The first presentation reports on a collaborative stakeholder-engaged process for selecting, adapting, and implementing a trauma-informed mental health teacher consultation model in a large, urban school district. The second presentation details the school-based participatory-action research process used to create a justice-focused body image program for middle schoolers. The third presentation describes the community-partnered Delphi approach used to develop a measure of the impact of community-based mental health outreach programming. Finally, the fourth presentation explains the multi-stakeholder engaged framework used to develop a workshop on firearm safety for suicide prevention.
Presenters bring their experiences from a wide range of backgrounds to highlight the versatile nature of stakeholder engagement in mental health contexts. The discussant will draw on her experience overseeing large-scale community implementation of EBPs to provide recommendations for engaging stakeholders, particularly in the treatment development and implementation process.
