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Symposia

Dissemination & Implementation Science

Reimagining the research-practice gap—Cocreating mental health research and practice through community partnerships across settings in Philadelphia

4 - (SYM 64) A Community-partnered Process for Adapting the BRIDGE Mental Health Teacher Consultation Model for Implementation in a Large Urban School District

Saturday, November 16, 2024

8:30 AM – 10:00 AM EST

Location: 305/306, Level 3, Downtown Marriott

Speaker(s)

ST

Siena Tugendrajch, Ph.D. (she/her/hers)

Perelman School of Medicine at the University of Pennsylvania
Philadelphia, Pennsylvania, United States

Co-author(s)

JA

Jordan Albright, Ph.D.

Assistant Professor
University of South Alabama
Mobile, Alabama, United States
JW

Julie Worley, Ph.D.

Assistant Professor
Perelman School of Medicine at the University of Pennsylvania
Philadelphia, Pennsylvania, United States
SR

Samantha Rushworth, Ph.D.

Postdoctoral Fellow
University of Pennsylvania
Philadelphia, Pennsylvania, United States
EC

Elise Cappella, Ph.D.

Vice Dean for Research, Professor of Applied Psychology
New York University
New York, New York, United States
SH

Sophia Hwang, Ph.D.

Assistant Professor
University of Maryland, Baltimore County
Baltimore, Maryland, United States
ST

Shannon Testa, M.Ed.

Clinical Research Coordinator
Perelman School of Medicine at the University of Pennsylvania
Wallingford, Pennsylvania, United States
ND

Natalie L. Dallard, M.A. (she/her/hers)

Director, Evidence Based Practice and Innovation Center
Community Behavioral Health
Philadelphia, Pennsylvania, United States
JB

Jayme Banks, PsyD, MBA

Deputy Chief of Prevention, Intervention, & Trauma
School District of Philadelphia
Philadelphia, Pennsylvania, United States
CD

Cherry Du, LPC, NCC

EBP Implementation Manager
Evidence Based Practice and innovation center, community behavioral health
Philadelphia, Pennsylvania, United States
GL

Gwendolyn Lawson, Ph.D. (she/her/hers)

Faculty Member
Children’s Hospital of Philadelphia
Philadelphia, Pennsylvania, United States
CB

Courtney Benjamin Wolk, PhD

Assistant Professor
University of Pennsylvania
Philadelphia, Pennsylvania, United States

Bridging Mental Health and Education (BRIDGE) is an evidence-based model to guide school-based mental health clinician consultation to teachers. The BRIDGE model specifies a consultation process that includes conducting classroom observations, collaborating with teachers, and supporting teachers in delivering evidence-based classroom strategies. BRIDGE provides a suite of strategies from the mental health and education fields including "targeted” or Tier 2 strategies designed to be implemented with a particular student (e.g., self-monitoring) and “class-wide” or Tier 1 strategies (e.g., peer tootling). BRIDGE was shown to be effective in a randomized controlled trial in five New York City schools. We are scaling up BRIDGE, guided by the EPIS implementation framework, across a large urban school district. The district serves nearly 200,000 students across 331 schools; 51% of students identify as Black and 23% Hispanic/Latine; all students are eligible for free/reduced lunch. The implementation effort was a collaborative partnership between academic researchers and trainers, the BRIDGE developer, the school district, municipal partners, and the local behavioral health managed care organization. We will describe the partnered process of adapting BRIDGE and present initial implementation data. To date, 80 clinicians have completed training in BRIDGE, 85% of individual coaching sessions were completed as scheduled , 75 (94%) clinicians completed all training and coaching requirements and received certification. Approximately 40 additional clinicians will have participated by the conference. Clinicians self-reported high levels of satisfaction and high likelihood of using BRIDGE in the future. Self-reported knowledge of BRIDGE and comfort in using the model increased from pre-training to post-coaching. On average, expert coaches rated clinician knowledge, commitment, and likelihood of continuing BRIDGE to be high post-consultation. These results suggest that the adapted BRIDGE model was feasible and perceived to be effective.This presentation is an opportunity to reflect on the lessons learned related to community partnered adaptation and implementation of a school intervention model in the largest roll-out of BRIDGE to date.