Implementation research and practice · 2026
Community Partner Perspectives on Implementation Determinants of a Strengths-Based, Trauma-Informed School Suicide Prevention Intervention.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Vargas Sylvanna M, Yu Stephanie H, Onipede Zaenab Ayotola, Flores Ashley, Martin Prerna, Bear Laurel, Goldston David B, Asarnow Joan R, Lau Anna S
Аннотация
BACKGROUND: Research has revealed persistent disparities in meeting the needs of racially minoritized youth identified with suicide risk in schools. An evidence-based trauma-informed suicide prevention practice, such as SAFETY-A (Safe Alternatives for Teens and Youth-Acute), may reduce unmet need and promote equitable care outcomes. Yet, it is highly challenging to implement practice innovations in under-resourced non-specialty settings, such as schools.
METHOD: We conducted a multi-level assessment of barriers to implementing SAFETY-A in school districts serving predominantly immigrant families of color. School-based providers (N = 17) and caregivers and students (N = 10) were interviewed about their perceptions of the feasibility and acceptability of SAFETY-A within their school and community context. Immersion and crystallization analytical methods were used to identify implementation barriers that align with the Health Equity Implementation Framework (HEIF).
RESULTS: Eleven themes were identified across multiple determinant levels. Findings show that implementation barriers are interrelated across determinant levels. Major barriers were related to the lack of resources in schools; the historical context of system over-involvement with communities of color that contribute to (l)earned mistrust; and cultural and linguistic differences working with families.
CONCLUSIONS: Results aligned with HEIF domains implicated in maintaining health disparities. Implementation strategies for SAFETY-A in schools should be responsive to these determinants of disparities.
METHOD: We conducted a multi-level assessment of barriers to implementing SAFETY-A in school districts serving predominantly immigrant families of color. School-based providers (N = 17) and caregivers and students (N = 10) were interviewed about their perceptions of the feasibility and acceptability of SAFETY-A within their school and community context. Immersion and crystallization analytical methods were used to identify implementation barriers that align with the Health Equity Implementation Framework (HEIF).
RESULTS: Eleven themes were identified across multiple determinant levels. Findings show that implementation barriers are interrelated across determinant levels. Major barriers were related to the lack of resources in schools; the historical context of system over-involvement with communities of color that contribute to (l)earned mistrust; and cultural and linguistic differences working with families.
CONCLUSIONS: Results aligned with HEIF domains implicated in maintaining health disparities. Implementation strategies for SAFETY-A in schools should be responsive to these determinants of disparities.