improvement efforts can foster the integration of mental health and educational service. While comprehensive, coordinated school reform is a growing research area, studies have demonstrated improved academic outcomes, service integration, and overall capacity for addressing non-academic barriers to learning. Given these preliminary findings, the next step to improve social-emotional and academic outcomes for children is to systematically examine how schools adopt and implement such initiatives. Research in translational science and the diffusion of innovations can expand the existing knowledge on school change efforts. These areas have explored change processes within organizations to identify key components of successful change efforts. Additionally, translational science has specifically focused on disseminating research to the practice arena. A focus on readiness is one component of effective organizational change strategies that can lead to long-lasting school improvement.
Organizational change research identifies readiness as a key construct related to the effective and efficient implementation of any innovation, including expanded school improvement models addressing school mental health. Readiness signifies that an organization or an organization
members ’s feel willing to
readiness ’s for
implement an innovation. A careful analysis of an organization
change can greatly impact innovation adoption and implementation and thus create long-lasting, successful school change. Furthermore, the collaborative use of readiness information can facilitate an empowerment process in which specific innovation champions are identified or, in cases where little variability exists, buy-in is generated as consistency in readiness is demonstrated across the school. As readiness is central to change efforts, a deeper understanding of those factors that most influence readiness can build organizational capacity to implement change effectively. The knowledge base on organizational change identifies a number of factors that impact readiness, including perceived ability to implement the innovation, value for the innovation, and effective communication channels . Much of this research on readiness, however, is conceptual and does not focus specifically on readiness in schools. Building from the existing research, a specific look at readiness to adopt school mental health approaches allows for a better understanding of what is needed to effectively implement approaches that meet
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students' needs. At this point, more research is needed on school readiness to adopt innovations, specifically school improvement efforts focused on student mental health.
To begin to impact school readiness to adopt mental health approaches, a closer look at the individuals involved in organizational change is critical. Organizational readiness for change is often significantly impacted by individual readiness for change. Therefore, research can start with a focus on individual factors that indicate readiness. As strong potential change agents and integral components of the education system, educatorsreadiness for change can greatly contribute to an ’ organization
readiness ’s to adopt school mental health approaches. System-wide
change to address student mental health needs often relies on educators as program-service providers for both practical and fiscal purposes, among others. As central players in school mental health approaches, it is important to study the pro- cesses that lead educators to implement programs and initiatives that address men- tal health. However, little research has examined educators’ involvement in school change, particularly with regard to mental health-education integration . Currently, research examining organizational change has only informed school improvement efforts in a limited way. Substantial research demonstrates the need for not only new models of school improvement but also new models that include emphases on stud- ent mental health needs. Educators hold a key role in school improvement and in the provision of a continuum of services to meet student needs. There are a number of variables related to educatorsroles ’ in schools , particular ones of interest here are educator stress, teaching self-efficacy, professional support, and perceptions of stu- dent mental health needs.
Educators’ perception of student mental health needs also is a potential factor related to readiness to adopt school mental health approaches. School mental health approaches may offer educators the opportunity to address increasing mental health needs among students. While this area has received little empirical study, some research indicates that educators
needs is also related to educator stress. Additionally, educators have reported feeling overwhelmed when confronted with student mental health needs. Therefore, educatorsability ’ to address student mental health needs could also reduce
’ perception of student menta
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心理健康毕业外文翻译
