Journal
ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH
Volume 45, Issue 3, Pages 432-446Publisher
SPRINGER
DOI: 10.1007/s10488-017-0834-x
Keywords
Diffusion; Innovation; Research use; Districts; Schools; Directed content analysis
Funding
- William T. Grant Foundation [182241, 183010]
- National Institute of Mental Health [1R21MH100238-01A1]
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In this study, we explored the extent to which educators discuss and prioritize Rogers' (Diffusion of innovations, The Free Press: New York, 1995) five attributes of innovations-relative advantage, compatibility, complexity, observability, and trialability-in the context of research use. Using a directed content analysis of 54 semi-structured interviews and exemplar quotes, we describe how educators mentioned compatibility most frequently, but also commonly invoked observability and complexity in their discussions of research use. Our results also revealed key differences between educators in executive and non-executive roles. We discuss the implications of our findings for closing the research-practice gap in school-based mental health services and psychosocial interventions.
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