4 - (SYM 117) Counselor Perceptions of Evidence-based Mental Health Programming in Schools

Despite growing recognition of the importance of school-based mental health programming, implementation of evidence-based practices in this setting has been variable. Moreover, school counselors typically receive limited training in the delivery of evidence-based mental health prevention and intervention programs. Yet, schools are where many adolescents receive mental health services, including those at risk for depression, so it is important to understand factors that may promote or hinder implementation of evidence-based Tier II mental health programs in schools. The present study examines counselor perceptions of evidence-based school counseling interventions, broadly, as well as an adolescent depression prevention program specifically. 

School counselors and other student support staff (referred to collectively as counselors; n=71) were from middle and high schools participating in a randomized controlled trial of Interpersonal Psychotherapy – Adolescent Skills Training (IPT-AST), a group-based indicated depression prevention program, delivered via telehealth. IPT-AST groups were predominantly led by members of the research team. Seven counselors from participating schools opted to co-lead groups. At baseline, all counselors rated their attitudes towards evidence-based counseling interventions on the Evidence-Based Practice Attitude Scale (EBPAS; Aarons, 2004). Following IPT-AST implementation, a subset of counselors (n=14) participated in semi-structured qualitative interviews about their perceptions of IPT-AST. Additionally, the seven co-leaders rated their satisfaction with IPT-AST on a survey.

General attitudes towards evidence-based counseling interventions were positive compared to national norms (M=2.91, SD=0.49, range: 1.73-4.00). Counselors reported being satisfied with IPT-AST, and also noted several barriers to implementing and sustaining IPT-AST in schools. Some key barriers that emerged from qualitative interviews included limited time and resources as well as perceptions that IPT-AST is more structured than counselors’ usual practice. Suggestions for potential adaptations to IPT-AST and its delivery included shortening sessions and the possibility of hybrid in-person/virtual delivery models.

Results elucidate key factors to consider for optimizing future efforts to implement evidence-based mental health programs in the school setting.