Symposia
Dissemination & Implementation Science
Allison C. Goodman, M.S.
Florida International University
Miami, Florida
Giuseppi "Joe" Castaldi, PhD
Managing Director, Impact
City Year Miami
Miami, Florida
Cherie N. Cancio, B.S.
Director of Service and Learning
City Year Miami
Miami, Florida
Katherine Bryant, PhD
AmeriCorps Member Experience & Operations Manager
City Year Miami
Miami, Florida
Stacy L. Frazier, Ph.D.
Professor
Florida International University
Miami, Florida
One school psychologist is recommended for every 500 students (The Professional Standards of the National Association of School Psychologists, 2020); in practice there is about one school psychologist for every 1,500-2,000 students (Eklund et al., 2019). Calls for expanded public health workforces in communities marginalized by systemic inequities point to care extender models that draw on indigenous knowledge and resources (Atkins et al., 2016). The impact and success of care extenders in schools (volunteer educators, AmeriCorps Members, community health workers) rely on empirically informed models for workforce support (Walker & Smith, 2015; Walker & Snell, 2017). The current work explores transportability (Schoenwald & Hoagwood, 2001) – what is needed to translate knowledge access to action – via partnership with City Year Miami, an education non-profit that supports students in low-performing public schools to stay on-track and on-time to graduation. Each year, City Year Miami has ~140 providers serving 19 public schools and 7,000+ students. Pilot trainings are currently underway with City Year Miami Team Leaders (TLs), focused on how to apply The Cognitive Triangle to their work with students, to their work with school partners (e.g., teachers, teammates, and administrators), and to their own self-compassion. We will present an overview of training development, content, and format, as well as pilot data focused on TL attitudes around youth mental health, motivations, and feedback on pilot training sessions. Data sources (expected n = 15) will include: (1) pre-training survey data, (2) permanent product data such as attendance data and exit slips, and 3) post-training survey data measuring intent to use, facilitators, and barriers. Future trainings and grounded theory qualitative data collection will build upon this work, to answer the question “What will it take for youth-service providers to use and infuse evidence-based tools and knowledge into their natural routines?” Findings will advance the science of transportability and workforce support for providers in communities where systemic inequities create barriers to care.