S. Serene Olin

TL;DR: A three-level framework for considering the implementation quality of school-based interventions is described, and future directions for research on implementation are discussed.

TL;DR: Developers of interventions that have been designated as “evidence-based” in multiple vetted lists and registries available to schools participated in a structured interview focused on potential facilitators and barriers to implementation and sustainability of their intervention.

TL;DR: This article examined empirically based studies of school-based mental health interventions and found that the types of mental health outcomes most frequently assessed included self-, peer-, teacher-, or parent-reported measures of social competence, aggression, or problem behaviors.

TL;DR: A comprehensive review of structured family support programs in children’s mental health was conducted in collaboration with leadership from key national family organizations to identify typologies of family support services for which evaluation data existed and identify research gaps.

TL;DR: Based on an integrated model of grassroots driven Principles of Parent Support and research-based Unified Theory of Behavior Change, PEP’s Parents as Agents of Change model provides a conceptual framework for testing the effectiveness of family support services in children's mental health, a much-needed area for future research.