IMPLEMENTATION’S FACILITATORS AND BARRIERS OF THE CHILEAN SKILLS FOR LIFE PROGRAM ACCORDING TO THE CONSOLIDATED FRAMEWORK FOR IMPLEMENTATION RESEARCH
DOI:
https://doi.org/10.4067/s0718-50652024000100222Keywords:
mental health care, project implementation, school health, mental healthAbstract
Aim: To identify the barriers and facilitators affecting the implementation of the HPV-Junaeb program from the perspectives of national, regional, and local institutional leaders and coordinators. Methods: Interviews with 16 program coordinators were conducted using the Consolidated Framework for Implementation Research model. This model groups implementation factors into five dimensions: characteristics of the innovation, external context of the implementing institution, internal context of the institution, characteristics of the individuals, and the implementation process. The interviews were followed by a deductive content analysis, classifying factors according to their contribution to implementation (facilitator [+] or barrier [–]) and their impact on it (2 = strong; 1 = weak; 0 = neutral). Results: Strong facilitators identified included the training of professionals responsible for program execution, active participation of students and the community, and the adaptation of the program to local needs and specificities. Strong barriers identified included cultural resistance to mental health care and the work of psychologists, low institutional resources and support, and weak coordination among various stakeholders. Conclusion: The study concludes that the program’s characteristics and its execution process are strong facilitators. In contrast, external contextual factors act as significant barriers to implementation. Continuous program evaluation is crucial to ensure its effectiveness and adaptability to diverse contexts.
References
Agudelo-Hernández, F., & Rojas-Andrade, R. (2021). Ciencias de la Implementación y Salud Mental: un Diálogo Urgente. Revista Colombiana de Psiquiatría. https://doi.org/10.1016/j.rcp.2021.08.001
Agulnik, A., Ferrara, G., Puerto-Torres, M., Gillipelli, S. R., Elish, P., Muniz-Talavera, H., Gonzalez-Ruiz, A., Armenta, M., Barra, C., Diaz, R., Hernandez, C., Juárez Tobias, S., De Jesus Loeza, J., Mendez, A., Montalvo, E., Penafiel, E., Pineda, E., & Graetz, D. E. (2022). Assessment of Barriers and Enablers to Implementation of a Pediatric Early Warning System in Resource-Limited Settings. JAMA Network Open, 5(3), E221547. https://doi.org/10.1001/jamanetworkopen.2022.1547
Aranguren Zurita, S., López-Donaire, V., Meza-Ibarra, M., Parra Moraga, B., Prosser Bravo, G., Caro Zúñiga, C., & Rojas-Andrade, R. (2022). Análisis de un programa chileno de salud mental escolar desde el enfoque de fases de implementación. Revista de Psicología, 31(2). https://doi.org/10.5354/0719-0581.2022.69305
Bertram, R., Edwards, D., Engell, T., Kerns, S. E. U., Øvretveit, J., Rojas-Andrade, R., Sarkies, M., & Williams, C. R. (2021). Welcome to Global Implementation Research and Applications. Global Implementation Research and Applications, 1(1), 1–4. https://doi.org/10.1007/s43477-021-00006-3
Creswell, J., & Creswell, D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6ta ed.). SAGE Publications, Inc.
Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. Implementation Science, 4(1), 50. https://doi.org/10.1186/1748-5908-4-50
Damschroder, L. J., & Lowery, J. C. (2013). Evaluation of a large-scale weight management program using the consolidated framework for implementation research (CFIR). Implementation Science, 8(1), 51. https://doi.org/10.1186/1748-5908-8-51
Damschroder, L. J., Reardon, C. M., Widerquist, M. A. O., & Lowery, J. (2022). The updated Consolidated Framework for Implementation Research based on user feedback. Implementation Science, 17(1). https://doi.org/10.1186/s13012-022-01245-0
de Chaisemartin, C., & Navarrete, N. (2020). The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students. http://arxiv.org/abs/2004.08126
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fixsen, D. L., Blase, K., & Van Dyke, M. K. (2019). Implementation practice & science. The Active Implementation Research Network.
Forman, J., & Damschroder, L. (2008). Qualitative content analysis. In L. Jacoby & L. A. Siminoff (Eds.), Advances in Bioethics (1st ed., Vol. 11, pp. 39–62). Elsevier Ltd.
George, M., Guzmán Piña, J., Flotts De Los Hoyos, M., Squicciarini Navarro, M. A., & Guzmán Llona, M. P. (2012). Salud mental en escuelas vulnerables: evaluación del componente promocional de un programa nacional Mental health in vulnerable schools: evaluation of the promotional component of a national program. Revista de Psicología, 21(2), 55–81. http://www.redalyc.org/articulo.oa?id=26424861003
González Zúñiga, F. (2018). Origen del Programa HPV. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 11–29). Junta Nacional de Auxilio Escolar y Becas (JUNAEB).
Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer, L., Canenguez, K. M., Abel, M. R., McCarthy, A., Jellinek, M. S., & Murphy, J. M. (2015). Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile. Journal of the American Academy of Child & Adolescent Psychiatry, 54(10), 799-807.e1. https://doi.org/10.1016/j.jaac.2015.07.005
Hoover Stephan, S., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). School mental health. Psychiatric Service, 58(10), 1330–1338. https://ps.psychiatryonline.org/doi/full/10.1176/ps.2007.58.10.1330
Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the consolidated framework for implementation research. BMC Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-4942-z
Kirk, M. A., Kelley, C., Yankey, N., Birken, S. A., Abadie, B., & Damschroder, L. (2016). A systematic review of the use of the Consolidated Framework for Implementation Research. Implementation Science, 11(1). https://doi.org/10.1186/s13012-016-0437-z
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., Fernández, M. E., Markham, C., & Bartholomew, L. K. (2016). A taxonomy of behaviour change methods: an Intervention Mapping approach. Health Psychology Review, 10(3), 297–312. https://doi.org/10.1080/17437199.2015.1077155
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child and Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
Leiva, L., George, M., Antivilo, A., Squicciarini, A. M., Simonsohn, A., Vargas, B., & Guzmán, J. (2015). Salud mental escolar: Logros de una intervención preventiva en salud mental en niños y niñas del primer ciclo de enseñanza básica. Psicoperspectivas, 14(1), 31–41. https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL14-ISSUE1-FULLTEXT-508
Leiva, L., Zavala‐Villalón, G., Antivilo‐Bruna, A., Torres, B., & Ganga‐León, C. (2021). Implementation of a national mental health intervention in educational communities: What do successful teams do differently? Journal of Community Psychology, 49(1), 133–151. https://doi.org/10.1002/jcop.22370
López, V., & Álvarez, J. P. (2018). Diseño, desarrollo y transferencia de un sistema de monitoreo de la convivencia escolar al Programa Habilidades Para la Vida. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 43–63). Junta Nacional de Auxilio Escolar y Becas (JUNAEB). www.simplecomunicacion.cl
Lyon, A. R., & Bruns, E. J. (2019). From Evidence to Impact: Joining Our Best School Mental Health Practices with Our Best Implementation Strategies. School Mental Health, 11(1), 106–114. https://doi.org/10.1007/s12310-018-09306-w
Mascayano, F., & Gerardo, J. (2018). Ciencia de Implementación en la evaluación de programas y servicios de salud en Chile. Revista Médica de Chile, 146(7), 942–945. https://doi.org/10.4067/s0034-98872018000700945
McLoughlin, G. M., Sweeney, R., Liechty, L., Lee, J. A., Rosenkranz, R. R., & Welk, G. J. (2022). Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability. Frontiers in Health Services, 2. https://doi.org/10.3389/frhs.2022.881639
Means, A. R., Kemp, C. G., Gwayi-Chore, M. C., Gimbel, S., Soi, C., Sherr, K., Wagenaar, B. H., Wasserheit, J. N., & Weiner, B. J. (2020). Evaluating and optimizing the consolidated framework for implementation research (CFIR) for use in low- And middle-income countries: A systematic review. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-0977-0
Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs. Harvard Review of Psychiatry, 25(5), 218–228. https://doi.org/10.1097/HRP.0000000000000149
Newbury, D., Mesa, C., Puglisi, M., Nash, M., Nag, S., Hulme, C., & Snowling, M. (2022). Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. https://doi.org/10.1080/02671522.2022.2065526
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10(1), 53. https://doi.org/10.1186/s13012-015-0242-0
Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a global public-health challenge. The Lancet, 369(9569), 1302–1313. https://doi.org/10.1016/S0140-6736(07)60368-7
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods (4ta ed.). SAGE Publications, Inc.
Peters, D. H., Adam, T., Alonge, O., Agyepong, I. A., & Tran, N. (2014). Republished research: Implementation research: what it is and how to do it. British Journal of Sports Medicine, 48(8), 731–736. https://doi.org/10.1136/bmj.f6753
Powell, B. J., Fernandez, M. E., Williams, N. J., Aarons, G. A., Beidas, R. S., Lewis, C. C., McHugh, S. M., & Weiner, B. J. (2019). Enhancing the impact of implementation strategies in healthcare: A research agenda. Frontiers in Public Health, 7(JAN). https://doi.org/10.3389/fpubh.2019.00003
Richter, A., Sjunnestrand, M., Strandh, M. R., & Hasson, H. (2022). Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. International Journal of Environmental Research and Public Health, 19(6). https://doi.org/10.3390/ijerph19063489
Rojas-Andrade, R., & Leiva Bahamondes, L. (2019). Adherencia y resultados. Un análisis de componentes estratégicos en salud mental escolar. Health and Addictions/Salud y Drogas, 19(1), 47–59. https://doi.org/10.21134/haaj.v19i1.403
Rojas-Andrade, R., Leiva Bahamondes, L., Vargas, B., & Squicciarini Navarro, A. M. (2017). Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel. Psychosocial Intervention, 26(3), 147–154. https://doi.org/10.1016/j.psi.2016.12.002
Rojas-Andrade, R., & Leiva, L. (2018). School mental health from the perspective of Chilean professionals. Psicoperspectivas, 17(2), 1–12. https://doi.org/10.5027/psicoperspectivas-vol17-issue2-fulltext-1101
Rojas-Andrade, R., & Prosser Bravo, G. (2022). El mejor colaborador. Evaluación del efecto escolar de diferentes colaboraciones interorganizacionales utilizando Propensity Matching Score. Interdisciplinaria. Revista de Psicología y Ciencias Afines, 39(2), 73–88. https://doi.org/10.16888/interd.2022.39.2.5
Short, K. H., Bullock, H. L., Crooks, C. V., & Georgiades, K. (2022). Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic. Canadian Journal of Community Mental Health, 41(3), 5–21. https://doi.org/10.7870/cjcmh-2022-021
Straw, C., Sánchez Antelo, V., Paolino, M., Murillo, R., Espina, C., & Arrossi, S. (2022). Acceptability, appropriateness and feasibility of the Latin American and Caribbean Code against Cancer: perceptions of decision-makers and health professionals in Argentina. Ecancermedicalscience, 16. https://doi.org/10.3332/ecancer.2022.1375
Taylor, S., Bogdan, R., & DeVault, M. (2016). Introduction to Qualitative Research Methods (4ta ed.). John Wiley & Sons, Inc.
Torres-Cortés, B., Leiva, L., Antivilo-Bruna, A., & Zavala-Villalón, G. (2021). Between Acceptance and Rejection: How Gender Influences the Implementation Climate of a School Sexuality Education Program. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.599712
Wilhelm, A. K., Schwedhelm, M., Bigelow, M., Bates, N., Hang, M., Ortega, L., Pergament, S., & Allen, M. L. (2021). Evaluation of a school-based participatory intervention to improve school environments using the Consolidated Framework for Implementation Research. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11644-5
Zhang, S. X., Batra, K., Xu, W., Liu, T., Dong, R. K., Yin, A., Delios, A. Y., Chen, B. Z., Chen, R. Z., Miller, S., Wan, X., Ye, W., & Chen, J. (2022). Mental disorder symptoms during the COVID-19 pandemic in Latin America – a systematic review and meta-analysis. Epidemiology and Psychiatric Sciences, 31, e23. https://doi.org/10.1017/S2045796021000767
Agulnik, A., Ferrara, G., Puerto-Torres, M., Gillipelli, S. R., Elish, P., Muniz-Talavera, H., Gonzalez-Ruiz, A., Armenta, M., Barra, C., Diaz, R., Hernandez, C., Juárez Tobias, S., De Jesus Loeza, J., Mendez, A., Montalvo, E., Penafiel, E., Pineda, E., & Graetz, D. E. (2022). Assessment of Barriers and Enablers to Implementation of a Pediatric Early Warning System in Resource-Limited Settings. JAMA Network Open, 5(3), E221547. https://doi.org/10.1001/jamanetworkopen.2022.1547
Aranguren Zurita, S., López-Donaire, V., Meza-Ibarra, M., Parra Moraga, B., Prosser Bravo, G., Caro Zúñiga, C., & Rojas-Andrade, R. (2022). Análisis de un programa chileno de salud mental escolar desde el enfoque de fases de implementación. Revista de Psicología, 31(2). https://doi.org/10.5354/0719-0581.2022.69305
Bertram, R., Edwards, D., Engell, T., Kerns, S. E. U., Øvretveit, J., Rojas-Andrade, R., Sarkies, M., & Williams, C. R. (2021). Welcome to Global Implementation Research and Applications. Global Implementation Research and Applications, 1(1), 1–4. https://doi.org/10.1007/s43477-021-00006-3
Creswell, J., & Creswell, D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6ta ed.). SAGE Publications, Inc.
Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science. Implementation Science, 4(1), 50. https://doi.org/10.1186/1748-5908-4-50
Damschroder, L. J., & Lowery, J. C. (2013). Evaluation of a large-scale weight management program using the consolidated framework for implementation research (CFIR). Implementation Science, 8(1), 51. https://doi.org/10.1186/1748-5908-8-51
Damschroder, L. J., Reardon, C. M., Widerquist, M. A. O., & Lowery, J. (2022). The updated Consolidated Framework for Implementation Research based on user feedback. Implementation Science, 17(1). https://doi.org/10.1186/s13012-022-01245-0
de Chaisemartin, C., & Navarrete, N. (2020). The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students. http://arxiv.org/abs/2004.08126
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Fixsen, D. L., Blase, K., & Van Dyke, M. K. (2019). Implementation practice & science. The Active Implementation Research Network.
Forman, J., & Damschroder, L. (2008). Qualitative content analysis. In L. Jacoby & L. A. Siminoff (Eds.), Advances in Bioethics (1st ed., Vol. 11, pp. 39–62). Elsevier Ltd.
George, M., Guzmán Piña, J., Flotts De Los Hoyos, M., Squicciarini Navarro, M. A., & Guzmán Llona, M. P. (2012). Salud mental en escuelas vulnerables: evaluación del componente promocional de un programa nacional Mental health in vulnerable schools: evaluation of the promotional component of a national program. Revista de Psicología, 21(2), 55–81. http://www.redalyc.org/articulo.oa?id=26424861003
González Zúñiga, F. (2018). Origen del Programa HPV. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 11–29). Junta Nacional de Auxilio Escolar y Becas (JUNAEB).
Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer, L., Canenguez, K. M., Abel, M. R., McCarthy, A., Jellinek, M. S., & Murphy, J. M. (2015). Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile. Journal of the American Academy of Child & Adolescent Psychiatry, 54(10), 799-807.e1. https://doi.org/10.1016/j.jaac.2015.07.005
Hoover Stephan, S., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). School mental health. Psychiatric Service, 58(10), 1330–1338. https://ps.psychiatryonline.org/doi/full/10.1176/ps.2007.58.10.1330
Hudson, K. G., Lawton, R., & Hugh-Jones, S. (2020). Factors affecting the implementation of a whole school mindfulness program: A qualitative study using the consolidated framework for implementation research. BMC Health Services Research, 20(1). https://doi.org/10.1186/s12913-020-4942-z
Kirk, M. A., Kelley, C., Yankey, N., Birken, S. A., Abadie, B., & Damschroder, L. (2016). A systematic review of the use of the Consolidated Framework for Implementation Research. Implementation Science, 11(1). https://doi.org/10.1186/s13012-016-0437-z
Kok, G., Gottlieb, N. H., Peters, G. J. Y., Mullen, P. D., Parcel, G. S., Ruiter, R. A. C., Fernández, M. E., Markham, C., & Bartholomew, L. K. (2016). A taxonomy of behaviour change methods: an Intervention Mapping approach. Health Psychology Review, 10(3), 297–312. https://doi.org/10.1080/17437199.2015.1077155
Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child and Adolescent Health, 4(6), 421. https://doi.org/10.1016/S2352-4642(20)30109-7
Leiva, L., George, M., Antivilo, A., Squicciarini, A. M., Simonsohn, A., Vargas, B., & Guzmán, J. (2015). Salud mental escolar: Logros de una intervención preventiva en salud mental en niños y niñas del primer ciclo de enseñanza básica. Psicoperspectivas, 14(1), 31–41. https://doi.org/10.5027/PSICOPERSPECTIVAS-VOL14-ISSUE1-FULLTEXT-508
Leiva, L., Zavala‐Villalón, G., Antivilo‐Bruna, A., Torres, B., & Ganga‐León, C. (2021). Implementation of a national mental health intervention in educational communities: What do successful teams do differently? Journal of Community Psychology, 49(1), 133–151. https://doi.org/10.1002/jcop.22370
López, V., & Álvarez, J. P. (2018). Diseño, desarrollo y transferencia de un sistema de monitoreo de la convivencia escolar al Programa Habilidades Para la Vida. In F. Peña Quintanilla (Ed.), Apoyando el Bienestar en las Comunidades Educativas. Programa Habilidades Para la Vida (1st ed., pp. 43–63). Junta Nacional de Auxilio Escolar y Becas (JUNAEB). www.simplecomunicacion.cl
Lyon, A. R., & Bruns, E. J. (2019). From Evidence to Impact: Joining Our Best School Mental Health Practices with Our Best Implementation Strategies. School Mental Health, 11(1), 106–114. https://doi.org/10.1007/s12310-018-09306-w
Mascayano, F., & Gerardo, J. (2018). Ciencia de Implementación en la evaluación de programas y servicios de salud en Chile. Revista Médica de Chile, 146(7), 942–945. https://doi.org/10.4067/s0034-98872018000700945
McLoughlin, G. M., Sweeney, R., Liechty, L., Lee, J. A., Rosenkranz, R. R., & Welk, G. J. (2022). Evaluation of a Large-Scale School Wellness Intervention Through the Consolidated Framework for Implementation Research (CFIR): Implications for Dissemination and Sustainability. Frontiers in Health Services, 2. https://doi.org/10.3389/frhs.2022.881639
Means, A. R., Kemp, C. G., Gwayi-Chore, M. C., Gimbel, S., Soi, C., Sherr, K., Wagenaar, B. H., Wasserheit, J. N., & Weiner, B. J. (2020). Evaluating and optimizing the consolidated framework for implementation research (CFIR) for use in low- And middle-income countries: A systematic review. Implementation Science, 15(1). https://doi.org/10.1186/s13012-020-0977-0
Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs. Harvard Review of Psychiatry, 25(5), 218–228. https://doi.org/10.1097/HRP.0000000000000149
Newbury, D., Mesa, C., Puglisi, M., Nash, M., Nag, S., Hulme, C., & Snowling, M. (2022). Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities. Research Papers in Education. https://doi.org/10.1080/02671522.2022.2065526
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation Science, 10(1), 53. https://doi.org/10.1186/s13012-015-0242-0
Owens, J. S., Lyon, A. R., Brandt, N. E., Masia Warner, C., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). Mental health of young people: a global public-health challenge. The Lancet, 369(9569), 1302–1313. https://doi.org/10.1016/S0140-6736(07)60368-7
Patton, M. Q. (2014). Qualitative Research & Evaluation Methods (4ta ed.). SAGE Publications, Inc.
Peters, D. H., Adam, T., Alonge, O., Agyepong, I. A., & Tran, N. (2014). Republished research: Implementation research: what it is and how to do it. British Journal of Sports Medicine, 48(8), 731–736. https://doi.org/10.1136/bmj.f6753
Powell, B. J., Fernandez, M. E., Williams, N. J., Aarons, G. A., Beidas, R. S., Lewis, C. C., McHugh, S. M., & Weiner, B. J. (2019). Enhancing the impact of implementation strategies in healthcare: A research agenda. Frontiers in Public Health, 7(JAN). https://doi.org/10.3389/fpubh.2019.00003
Richter, A., Sjunnestrand, M., Strandh, M. R., & Hasson, H. (2022). Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. International Journal of Environmental Research and Public Health, 19(6). https://doi.org/10.3390/ijerph19063489
Rojas-Andrade, R., & Leiva Bahamondes, L. (2019). Adherencia y resultados. Un análisis de componentes estratégicos en salud mental escolar. Health and Addictions/Salud y Drogas, 19(1), 47–59. https://doi.org/10.21134/haaj.v19i1.403
Rojas-Andrade, R., Leiva Bahamondes, L., Vargas, B., & Squicciarini Navarro, A. M. (2017). Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel. Psychosocial Intervention, 26(3), 147–154. https://doi.org/10.1016/j.psi.2016.12.002
Rojas-Andrade, R., & Leiva, L. (2018). School mental health from the perspective of Chilean professionals. Psicoperspectivas, 17(2), 1–12. https://doi.org/10.5027/psicoperspectivas-vol17-issue2-fulltext-1101
Rojas-Andrade, R., & Prosser Bravo, G. (2022). El mejor colaborador. Evaluación del efecto escolar de diferentes colaboraciones interorganizacionales utilizando Propensity Matching Score. Interdisciplinaria. Revista de Psicología y Ciencias Afines, 39(2), 73–88. https://doi.org/10.16888/interd.2022.39.2.5
Short, K. H., Bullock, H. L., Crooks, C. V., & Georgiades, K. (2022). Using Implementation Science to Optimize School Mental Health During the Covid-19 Pandemic. Canadian Journal of Community Mental Health, 41(3), 5–21. https://doi.org/10.7870/cjcmh-2022-021
Straw, C., Sánchez Antelo, V., Paolino, M., Murillo, R., Espina, C., & Arrossi, S. (2022). Acceptability, appropriateness and feasibility of the Latin American and Caribbean Code against Cancer: perceptions of decision-makers and health professionals in Argentina. Ecancermedicalscience, 16. https://doi.org/10.3332/ecancer.2022.1375
Taylor, S., Bogdan, R., & DeVault, M. (2016). Introduction to Qualitative Research Methods (4ta ed.). John Wiley & Sons, Inc.
Torres-Cortés, B., Leiva, L., Antivilo-Bruna, A., & Zavala-Villalón, G. (2021). Between Acceptance and Rejection: How Gender Influences the Implementation Climate of a School Sexuality Education Program. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.599712
Wilhelm, A. K., Schwedhelm, M., Bigelow, M., Bates, N., Hang, M., Ortega, L., Pergament, S., & Allen, M. L. (2021). Evaluation of a school-based participatory intervention to improve school environments using the Consolidated Framework for Implementation Research. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-11644-5
Zhang, S. X., Batra, K., Xu, W., Liu, T., Dong, R. K., Yin, A., Delios, A. Y., Chen, B. Z., Chen, R. Z., Miller, S., Wan, X., Ye, W., & Chen, J. (2022). Mental disorder symptoms during the COVID-19 pandemic in Latin America – a systematic review and meta-analysis. Epidemiology and Psychiatric Sciences, 31, e23. https://doi.org/10.1017/S2045796021000767
Published
2024-11-28
How to Cite
Rojas-Andrade, R. M., Aranguren Zurita, S. A., Morales Jaque, F., Prosser Bravo, G. I., & Norambuena Meléndez, E. (2024). IMPLEMENTATION’S FACILITATORS AND BARRIERS OF THE CHILEAN SKILLS FOR LIFE PROGRAM ACCORDING TO THE CONSOLIDATED FRAMEWORK FOR IMPLEMENTATION RESEARCH. LÍMITE Interdisciplinary Journal of Philosophy & Psychology, 19. https://doi.org/10.4067/s0718-50652024000100222
Issue
Section
Research Articles
License
Copyright (c) 2024 Rodrigo Miguel Rojas-Andrade, Samuel Alejandro Aranguren Zurita, Francisca Morales Jaque, Gabriel Ignacio Prosser Bravo, Evelyn Norambuena Meléndez
This work is licensed under a Creative Commons Attribution 4.0 International License.
