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Graduate Course Proposal Form Submission Detail - MHS6631
Tracking Number - 1781
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Current Status:
Approved, Permanent Archive - 2006-05-05
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Detail Information
- Date & Time Submitted: 2006-02-15
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 583000050
- Contact Person: Carol MacKinnon-Lewis
- Phone: 8139742075
- Email: CMacKinnon@fmhi.usf.edu
- Prefix: MHS
- Number: 6631
- Full Title: Program Dev. & Implementation in Children’s Mental
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Program Dev./Implementation
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: Course introduces students to the science of implementation and key frameworks, theories, strategies; includes critical elements, influences, stages applied to carry out successful implementation of initiatives.Unrestricted.Nonrepeatable
- Please briefly explain why it is necessary and/or desirable to add this course: This is an important course for the Certificate in Children’s Mental Health because increasingly, mental health professionals are required to understand and apply research findings in service settings. Unfortunately, the rigorous science that results in
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The body of knowledge related to implementation is growing rapidly and is of interest at national, state and local levels. Given the growing importance of implementation to the field of children’s mental health and the applicability to a wide range of interventions and programs, this course is expected to have broad appeal. In addition, the National Institutes of Health has recently released an agency-wide call for research on implementation across departments. Dr. Blase and her colleagues have been invited to attend national meetings (e.g., the National Institute on Drug Abuse, the National Institute on Alcohol Abuse and Alcoholism) to help craft and illuminate implementation research agendas. This course will serve as an elective in the Graduate Certificate in Children’s Mental Health.
This course may be applicable to the programs/colleges of Public Health, Psychology, Education, and Business.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) The instructor should meet the following requirements: Possess a doctoral degree that is appropriate to the area in which they are teaching; have graduate teaching experience in the mental health field; specifically, Dr. Blase has conducted numerous training programs and workshops for children's mental health initiatives across the United States. Dr. Blase is invited throughout the country for presentations on implementation factors associated with effective service delivery. She has unique expertise in the area of implementation factors and their interaction with children's mental health.
Dr. Blase’s short curriculum vitae is attached. Her full curriculum vitae is included in the accompanying folder.
- Objectives: 1. To increase student knowledge of the implementation frameworks and the associated research base related to the science of implementation in children’s mental health
2. To increase student understanding of the difference between intervention strategies and outcomes and implementation strategies and outcomes for children and their families
3. To provide practical frameworks for installing, improving and sustaining evidence-based programs and practices that serve children and their families
4. To increase student understanding of the stages of implementation and the associated critical pathways
5. To increase student understanding of implementation in the context of multi-level factors at the practice, program and systems levels
6. To provide students with an awareness of the issues related to successful implementation, fidelity, active ingredients, adaptation and outcomes for children in the mental health field and their families
- Learning Outcomes: Students should be able to achieve the outcomes listed below. These outcomes are assessed based on products developed and responses to quiz questions and scenarios in quizzes.
1. Demonstrate knowledge of multi-level factors influencing successful implementation strategies in children’s mental health
2. Demonstrate knowledge of how to use implementation drivers to create high fidelity implementation in the children’s mental health field and an integrated and compensatory system of program monitoring and improvement
3. Demonstrate an understanding of three key frameworks related to implementation within the field of children’s mental health
4. Demonstrate an understanding of the stages of implementation and factors at each stage that facilitate or hinder implementation of initiatives within the field of children’s mental health
- Major Topics: Implementation research; implementation in the context of community; conceptual view of implementation; core implementation components; working with practitioners and organizations around evidence-based practices; organizational context and external influences; treatment integrity; implementation of MultiSystemic Therapy (MST); the Teaching-Family Model.
- Textbooks: Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M. & Wallace, F. (2005) Implementation Research: A Synthesis of the Literature. Tampa, FL: Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231), 101 pp.
Bernfeld, G.A., Farrington, D.P., Farrington, A.W., & Leschied (Eds.) (2001) Offender rehabilitation in practice: Implementing and evaluating effective programs. London: Wiley, Chapters 1, 3-19, Chapter 5, 97 – 120, Chapter 8, 149-166.
Hyde, P.S., Falls, K., Morris, J.A., Schoenwald, S.K. (2003). Turning Knowledge Into Practice. Boston,
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.