Symposia
Dissemination & Implementation Science
Sheina Godovich, M.A.
The Catholic University of America
McLean, Virginia
Hannah M. Thomas, M.A.
Graduate Student
Montclair State University
Montclair, New Jersey
Zohaib Jessani, M.A.
Graduate Research Assistant
Catholic University of America
WASHINGTON, District of Columbia
Kathryn B. Guajardo, PhD
Psychological Science M.A. student
The Catholic University of America
Washington, District of Columbia
Brendan Rich, Ph.D.
Associate Professor
The Catholic University of America
Washington, District of Columbia
Background: Both supervisors and peers influence school mental health provider (SMHP) attitudes toward intervention usage, but the relative importance of these two sources is not clear. Relative influence may be related to credibility, as receiving information from a highly credible source leads to more significant attitude change. This study was the first to experimentally test the relative influence of information source on SMHP attitudes, examining potential mechanisms of dissemination for school-based mental health.
Methods: SMHPs recruited online were randomly assigned to one of three groups based on the source of information regarding the intervention - peer opinion leader, supervisor, or a professional organization. SMHPs read information about the Resilience Builder Program®, a transdiagnostic, strengths-based group CBT intervention. Participants were instructed to imagine that the information was provided by their identified source, then completed questionnaires regarding the source’s credibility, overall attitude toward evidence-based practice, perceptions of the intervention’s acceptability/efficacy, commitment to implement it, demographic information, and change readiness among SMHPs, school leaders, and the external community (EC).
Results: Source credibility significantly predicted perceived acceptability/efficacy, b = 0.14, t(176) = 2.74, p = .007, and in turn predicted implementation commitment, ab = 0.14, BootSE = 0.05, BootCI [0.05,0.26]. There were no source group differences in credibility and therefore no differences between groups in paths involving credibility as a mediator. Despite the lack of group difference in credibility, receiving information from a supervisor (relative to a peer) led to more positive attitudes regarding the intervention, b = 0.21, t(176) = 2.34, p = .020, and therefore higher intention to use it, ab = 0.23, BootSE = 0.09, BootCI [0.05,0.41]. Neither SMHP, school leader, nor EC change readiness moderated the relation between attitude and implementation commitment, but EC change readiness was directly positively related to implementation commitment, b = 0.16, t(176) = 2.24, p = .026.
Conclusion: Data from this study support the importance of credibility in shifting attitudes and that any credible source may be effective. Supervisors may be more impactful than peers, but through mechanisms separate from credibility. Among contextual influences, the impact of EC readiness for change indicates that implementation efforts should emphasize community involvement.