Swipe om te navigeren naar een ander artikel
The online version of this article (https://doi.org/10.1007/s12671-018-0982-4) contains supplementary material, which is available to authorized users.
This paper examined the facilitators and barriers to implementation of mindfulness training (MT) across seven secondary/high schools using a qualitative case study design. Schools varied in level of implementation. Within schools, head teachers, members of school senior leadership teams, and staff members involved in the implementation of MT were interviewed individually. In addition, focus groups were conducted with other members of school staff to capture a broad range of views and perspectives. Across the case studies, several key themes emerged, which suggested four cornerstones to successful implementation of MT in schools. These were: people, specifically the need for committed individuals to champion the approach within their schools, with the support of members of the senior leadership teams; resources, both time and financial resources required for training and delivery of MT; journey, reflecting the fact that implementation takes time, and may be a non-linear process with stops and starts; and finally perceptions, highlighting the importance of members of the school community sharing an understanding what MT is and why it is being introduced in each school context. Similarities and differences between the current findings and those of research on implementation of other forms of school mental health promotion programs, and implementation of MT in healthcare settings, are discussed.
BERA. (2011). Revised Ethical Guidelines for Educational Research. Retrieved from http://www.bera.ac.uk/files/2011/08/BERA-Ethical-Guidelines-2011.pdf.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. CrossRef
Cooper, B. R., Bumbarger, B. K., & Moore, J. E. (2015). Sustaining evidence-based prevention programs: Correlates in a large-scale dissemination initiative. Prevention Science, 16, 145–157. CrossRef
Dariotis, J. K., Mirabal-Beltran, R., Cluxton-Keller, F., Gould, L. F., Greenberg, M. T., & Mendelson, T. (2017). A qualitative exploration of implementation factors in a school-based mindfulness and yoga program: Lessons learned from students and teachers. Psychology in the Schools, 54, 53–69. CrossRef
Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., et al. (2008). Maximising the implementation quality of evidence-based preventative interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1, 6–28. CrossRef
Durlak, J. A. (2002). Evaluating evidence-based interventions in school psychology. School Psychology Quarterly, 17, 475–482. https://doi.org/10.1521/Scpq.17.4.475.20873. CrossRef
Durlak, J. A. (2015). What everyone should know about implementation. In J. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning, research and practice. New York: Guilford.
Durlak, J. A. (2016). Program implementation in social and emotional learning: Basic issues and research findings. Cambridge Journal of Education, 46, 333–345. https://doi.org/10.1080/0305764x.2016.1142504. CrossRef
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing Students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432. https://doi.org/10.1111/J.1467-8624.2010.01564.X. CrossRefPubMed
Eccles, M. P., Armstrong, D., Baker, R., Cleary, K., Davies, H., Davies, S., et al. (2009). An implementation research agenda. Implementation Science, 4. https://doi.org/10.1186/1748-5908-4-18.
Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2, 25. CrossRef
Greenhalgh, T., Robert, G., Bate, P., Kyriakidou, O., & MacFarlane, F. (2005). Diffusion of innovations in health service organizations: a systematic literature review. Oxford: Blackwell Publishing. CrossRef
Grimshaw, J. M., Eccles, M. P., Lavis, J. N., Hill, S. J., & Squires, J. E. (2012). Knowledge translation of research findings. Implementation Science, 7. https://doi.org/10.1186/1748-5908-7-50.
Kitson, A. L., Rycroft-Malone, J., Harvey, G., McCormack, B., Seers, K., & Titchen, A. (2008). Evaluating the successful implementation of evidence into practice using the PARiHS framework: Theoretical and practical challenges. Implement Science, 3(1). https://doi.org/10.1186/1748-5908-3-1.
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., et al. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group design studies. Journal of School Psychology, 63, 77–103. CrossRef
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic enquiry. Beverley Hills: Sage.
Maynard, B. R., Solis, M., Miller, V., & Brendel, K. E. (2017). Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary students. Campbell Systematic Reviews, 5. https://doi.org/10.4073/csr.2017.5.
Merry, S. M. (2012). Preventing depression in adolescents. British Medical Journal, 345. https://doi.org/10.1136/bmj.e6720.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks: Sage.
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10. https://doi.org/10.1186/s13012-015-0242-0.
Pearson, M., Chilton, R., Wyatt, K., Abraham, C., Ford, T., Woods, H. B., & Anderson, R. (2015). Implementing health promotion programs in schools: A realist systematic review of research and experience in the United Kingdom. Implementation Science, 10. https://doi.org/10.1186/s13012-015-0338-6.
Rycroft-Malone, J., & Bucknall, T. (2010). Models and frameworks for implementing evidence-based practice: Linking evidence to action. London: Wiley-Bleckwell.
Rycroft-Malone, J., Anderson, R., Crane, R., Gibson, A., Gradinger, F., Owen-Griffiths, H., et al. (2014). Accessibility and implementation in UK services of an effective depression relapse prevention program—mindfulness-based cognitive therapy (MBCT): ASPIRE study protocol. Implementation Science, 9, 62. https://doi.org/10.1186/1748-5908-9-62. CrossRefPubMed
Rycroft-Malone, J., Gradinger, F., Griffiths, H. O., Crane, R. S., Gibson, A., Mercer, S., et al. (2017). Accessibility and implementation in UK services of an effective depression relapse prevention program: Learning from mindfulness-based cognitive therapy through a mixed-methods study. Health Services and Delivery Research, 5, 190. https://doi.org/10.3310/hsdr05140. CrossRef
Saldaña, J. (2012). The coding manual for qualitative researchers. London: Sage.
Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. New York: Springer Publishing Company.
Sawyer, S. M., Afifi, R. A., Bearinger, L. H., Blakemore, S. J., Dick, B., Ezeh, A. C., & Patton, G. C. (2012). Adolescence: A foundation for future health. Lancet, 379, 1630–1640. https://doi.org/10.1016/S0140-6736(12)60072-5. CrossRefPubMed
Stake, R. (1995). The art of case study research. London: Sage.
Vostanis, P., Humphrey, N., Fitzgerald, N., Deighton, J., & Wolpert, M. (2013). How do schools promote emotional well-being among their pupils? Findings from a national scoping survey of mental health provision in English schools. Child and Adolescent Mental Health, 18, 151–157. https://doi.org/10.1111/J.1475-3588.2012.00677.X. CrossRef
Yin, R. K. (2014). Case study research design and methods. London: Sage.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00603.
- Mindfulness Training in UK Secondary Schools: a Multiple Case Study Approach to Identification of Cornerstones of Implementation
- Springer US