Institute for Translational Research Education in Adolescent Substance Use (ITRE)

From School-Based to Community-Based Programs: Peaks and Pitfalls of Culturally Competent SEL Implementation in Rural Florida

2023-2024: Arielis Perez Arias, Tajhah Kittling, Virginia Ross, Jacqueline Houston

Social and emotional learning (SEL) programs are crucial for emotional intelligence and academic success and have been extensively researched in school settings. However, these programs are often absent in nontraditional settings. This project focuses on implementing the Too Good for Violence program in a low-resource Latino community using a Community-Based Participatory Research (CBPR) strategy. The purpose was to address the underrepresentation of such programs in communities that face heightened risks of mental health challenges among youth, contributing to an essential yet often neglected aspect of public health research. This presentation will discuss the impact of community readiness on the implementation process. Study results will inform the future implementation of community-based SEL programs and contribute to research on effective interventions for Latino communities with limited resources.

Lessons Learned in Conducting Community-Engaged Mental Health Research within Traditionally Underserved Communities

2022-2023:Tocara Jackson, MSW, Salah-Eddin Komrokji, MSW, Margarita Romo, FSH CEO, Alexandra Albizu-Jacob, MPH, Enya B. Vroom, Ph.D., M.S., Oliver Massey, PhD

A community benefits from education and resources that cater to their specific needs and are culturally cultivated. Researchers should be immersed in the community and be able to adjust to community needs. Flexible researchers are more likely to successfully course-correct and readily adapt to the community's needs while staying true to the overall purpose. Results of this research study found that mental health knowledge of youth is imperative for capacity building.

A Door-to-Door Approach: Preventing Opioid Misuse and Overdose in a Hispanic Rural Community Through Community-Based Partnerships  

2021-2022: Cassandra Garza, BS; Nicole Mallat, MS; Caitlin Pike, BA; Lacey Karpisek, MSW, MPH (peer mentor); Margarita Romo, CEO (community partner); Oliver Massey, PhD (academic mentor)

The researchers partnered with Farmworkers Self-Help to address local community concerns about substance misuse. To increase awareness about opioid use and reduce opioid overdoses, the team went door-to-door in the community distributing educational materials and Narcan. A questionnaire was administered alongside a community broker to assess awareness, understanding, and exposure to opioid misuse. This study enhances the community’s substance use-related knowledge and demonstrates the efficacy of a door-to-door service delivery model as a culturally competent practice.

Implementing Services in Low Resource Communities: A Case Study

2019-2020: B. Michelle Beekman, B.A.; Angela Garza, MSW, University of South Florida, Tampa, FL; Margarita Romo, Honor Doctorate, Farmworkers Self-Help Inc., Dade City, FL; Oliver Massey, PhD; Lacey Tucker, MSW, MPH, CPH; Ercilia Calcano, MPH; University of South Florida, Tampa, Florida 

Florida’s rural communities are often comprised of impoverished farm-workers and disadvantaged minorities who experience higher incidence of poverty and health disparities, which adversely affect behavioral health outcomes for families and youth. This mixed method community-based study supported the development of a community asset map (CAM) to enhance social capital and improve behavioral, social, and health service access for rural families.

A Behavioral Health Evaluation of Hispanic Youth in Rural Communities

2018-2019: Lacey Tucker, BS; Rebecca Liller, BS, University of South Florida, Tampa, FL; Margarita Romo, Honor Doctorate, Farmworkers Self-Help Inc., Dade City, FL; Oliver Massey, PhD; Bruce Levin, PhD; Ercilia Calcano, MPH; Enya Vroom, MS, University of South Florida, Tampa, Florida

Hispanic youth are an underrepresented population in the United States regarding the utilization of behavioral health services. Given that many minority groups, including Hispanics, reside in rural communities, it is important to identify and understand their unique needs to better inform behavioral health service agency providers. The objective of this study was to identify the challenges and service needs of youth in a rural Florida community through a qualitative needs assessment.

Stepping up to Aging Out: A Standardized Model for Measuring Independent Living Skill Success in Transition Age Foster Care Youth

2022-2023: Kelsie King, MA, Northern Arizona University; Michelle Bollom, OTS, Northern Arizona University; Taylor Goodman, OTS, Northern Arizona University; Amy Armstrong-Heimsoth, OTD, OTR/L, BCp, Northern Arizona University;  Emily Farber, OTD, OTR/L, Northern Arizona University;  Kim Vehon CEO of Foster Arizona

This pilot study aids in the validation of a performance-based life skills assessment, the Kohlman Evaluation of Living Skills for Youth/Young Adults (KELS-Y). This assessment aims to identify areas of strength and growth for youth transitioning out of foster care (YTC). The KELS-Y, along with subjective measures and semi-structured interviews, were completed to further item development. In addition, a literature review informs the creation of life skill modules, to improve employment outcomes for YTC.

Easing the Transition: Independent Living Skills Development Curriculum for Former Foster Youth

2021-2022: Kaela Desouza, BS; Doreen Jean-Jacques, BS; Amelia Sterenberg, OTS; Amy Armstrong-Heimsoth, OTD, OTR/L (academic mentor); Kim Vehon (community partner)

Research indicates young adults who have experienced foster care lack imperative independent living skills. Independent living skills include several competencies such as financial management, educational pursuit, employment preparedness, and drug safety. This study evaluates the effectiveness of content expert lead life skills sessions, paired with Behavioral Skills Teaching theory in teaching life skills curriculum. Without these foundational skills, these young adults struggle to obtain positive health and wellness outcomes.

Measuring the Effects of an Occupational Therapy Life Skills Curriculum for Youth    Formerly in the Foster Care System

2020-2021: Emily Farber, OTS; Kalie Plesher, OTS; Brooke Tubbs, OTS Northern Arizona University/University of South Florida, Phoenix, AZ; Amy Armstrong-Heimsoth, OTD, OTR/L, Northern Arizona University, Phoenix, AZ; Kim Vehon, CEO, Foster Arizona, Mesa, AZ.

Former foster system youth have well-documented poor outcomes as adults despite available transition programs. Occupational therapy practitioners are usually not among the professionals engaged in transition programs, though highly skilled in life skills training. This presentation highlights the process of the first occupational therapist-designed and administered life skills program for this at-risk population. Results of pre- and post-data will be shared, as well as recommendations for best practices and future research with this population.

Virtual Parent Training on Parent-Teen Communication with Emphasis on Teen Vaping

2021-2022: Anna Tedder, MA, MS, BCBA; Amanda Weston , PhD, Kathleen Moore, PhD, University of South Florida, Tampa, FL; Ellen Snelling, Board Chair, Cindy Grant, Executive Director, Hillsborough County Anti-Drug Alliance, Tampa, FL

Vaping is a relatively new trend in tobacco and marijuana use among teens. Parents need to know facts and risks associated with vaping and communicate those to their teens. This evaluative study utilized a pre-and post- survey to evaluate the effectiveness of online training on increasing parent knowledge of vaping and increasing positive parent-teen communication as reported by the parent. A focus group was utilized to gather parent feedback on the content, platform, and structure of the online training.

Evaluation of Youth Tobacco Awareness Class (Y TAC)

2019-2020: Natasha Kurji, MPH, CPH; Thomas Koza; Kathleen Moore, PhD (academic mentor); Alexandra Albizu-Jacob, MPH (peer mentor), Cindy Grant (community partner)

To combat issues of drug use among youth and prevent arrest and imprisonment for non-violent crimes, school-age youth who are cited for possession of nicotine products in Hillsborough County are mandated to attend the Youth Tobacco Awareness Course. In order to understand whether this program is effective, classroom observation, parent focus groups, key stakeholder interviews, and quantitative data analysis were conducted. Results of this mixed methods evaluation led to recommendations for improvement.

Evaluating Project Prevent: Implementation of Restorative Practices in Hillsborough County Schools

2018-2019: Joshua Zaris Goldman, MSW, Institute for Translational Research Education in Adolescent Drug Abuse, Tampa, FL; Anubhav Kidambi, MPH; Enya Vroom, MS; Amy Green, PhD, University of South Florida, Tampa, FL; Myrna Hogue, EdD, LCSW, Hillsborough County Public Schools, Tampa, FL

Traditional exclusionary discipline punishes students with removal from the classroom. Restorative practices (RP) presents an alternative, allowing students who have caused harm to make reparations to those harmed and the school. RP has shown promising results with decreased suspensions, fewer repeat offenses, and less disruptive or violent behavior. This study evaluates RP in Hillsborough County schools by surveying teachers and staff to determine effectiveness, barriers, and facilitators to improve current and future RP implementation.

Impacting Homeless High School Students: Evidence on Growth and Resiliency

2016 – 2017: Amanda Farris, Myrna Hogue, LCSW, PhD (Community Partner), Flossie Parsley, MSW (Community Partner), Tom Massey, PhD (Academic Mentor).

Homeless youth often rely on the school system as their primary source of stable support.  As students prepare for life after high school, they look to college or workplace readiness programs to prepare them for independent living.  This study is aimed at identifying homeless students' attitudes toward their future goals as a way to develop a post-high school readiness curriculum targeting the social-emotional, workplace, and/or college readiness needs of graduating students at risk for homelessness.

Evaluating Modernized Activities for Culturally Adapted Substance Use Education Program for Navajo Youth 

2022-2023: Ling Zhang, Greg Levitt, Miracle Macias; Northern Arizona University and University of South Florida

Native American (NA) populations face inflated rates of substance use compared to the national average. To intervene, at the request of a community partner, this study culturally adapted and modernized an anti-drug curriculum called Beauty Way. Community advisors were consulted to integrate NA culture and norms. The team implemented tailored activities with Navajo youth grades 1-5. Likert style post surveys were used to measure the feasibility and acceptability of these implementations. Students and staff indicated a positive response with a mean enjoyability score of 4.14 out of 5 (0.77 SD). Recommendations are made for further updates addressing changes in communication technology, evidence-based interventions, and patterns of substance use.

Revitalizing The Beauty Way: A community-informed update to substance use prevention curriculum for American Indian adolescents

20212022: Sheena Greenstone MEd, Kyanna McCafferty MSW, Amanda Hunter Ph.D

The goal of this project was to update “The Beauty Way” curriculum, a 1989 alcohol and drug prevention program, created from Navajo philosophy to reflect the needs and interests of Native American adolescents living in Flagstaff, Arizona. Using input from adolescent, parent, and community focus groups along with Native Americans for Community Action employees, this project resulted in recommendations to update the curriculum with cultural values and traditional knowledge for modern challenges.

Evaluating the Effectiveness of Evidence-Based Art Program for Indigenous Youth

2019-2020: Shaylynne Shuler, MA; Suzanne McWilliams, MSN, RN ; Vesna Pepic, B.S.; Heather J. Williamson, DrPH (peer mentor), Northern Arizona University; Julie Baldwin, PhD (academic mentor), Northern Arizona University, Aaron Secakuku (community partner)

Indigenous youth face extensive mental and medical health disparities when compared to their non-indigenous counterparts. This study examines how an after-school, culturally based art therapy program for at-risk indigenous youth is related to perceived stress, mental health, mood, and resilience. This study also provides further insight into the benefits experienced by youth who participate in the Pathways Program at NACA, as well as the use of art-based programming for at-risk youth.

A Needs Assessment for Native Americans for Community Action (NACA) Pathways Youth Substance Abuse Prevention Program

2018-2019: Dylan Bilyeu, MA, Northern Arizona University/University of South Florida, Surprise, AZ; Julie Cheney, MS; Jade Heffern, MA, Northern Arizona University/University of South Florida, Flagstaff, AZ; Aaron Secakuku, Native Americans for Community Action, Flagstaff, AZ; Brooke de Heer, PhD; Julie Baldwin, PhD, Northern Arizona University, Flagstaff, Arizona

Native American youth represent a vulnerable population with elevated rates of mental health issues, suicide/death, and substance use problems. Native Americans for Community Action (NACA) Pathways Youth Program focuses on substance abuse prevention for at-risk Native American youth in Flagstaff, Arizona. This study involved conducting a needs assessment for NACA’s Pathways program to identify strengths and weaknesses. A mixed methods approach was employed and included participant observation, qualitative interviews, and a quantitative needs assessment.

Evaluating Hillsborough County Schools’ Trauma Training for School Mental Health Professionals

2023-2024: Elzbieta Wiedbusch, BS; Manuel Mayor, MPH; Joshua Mincey, BsC; Erin Sadowski, BS; Oliver Massey, PhD; Myrna Hogue, EdD, LCSW; Kimberly Menendez, MS, CPP

This study evaluated the implementation and effectiveness of trauma practices for mental health professionals (MHPs) in a Florida public school district in the 2023-2024 academic year. The primary objective was to assess MHPs' self-efficacy in applying trauma practices with students and to identify strengths and refinement opportunities for MHPs’ to effectively implement these practices with students. Results indicated that MHPs' well-being was significantly related to their perceived ability to use trauma practices with students and their job satisfaction. MHPs’ perceived student well-being was significantly related to MHPs' comfort using trauma practices. The implications of the findings are discussed.

Client Engagement in Medication-Assisted Treatment following Departure from Detox

2018-2019: Amanda Sharp, MPH; Amanda Armstrong, MS; Kathleen Moore, PhD, University of South Florida, Tampa, FL; Cris Riviere, MA, Agency for Community Treatment Services, Inc., Tampa, FL

The Agency for Community Treatment Services (ACTS) in Hillsborough County, Florida offers a variety of recovery services, including inpatient detoxification and outpatient medication-assisted treatment (MAT). This mixed-methods evaluation gauges client engagement in outpatient treatment services (like MAT) during the transition from inpatient detox. More specifically, the authors assess patient perceptions of direct clinical care operations and the use of MAT best practices to better understand how patient engagement affects treatment continuity and MAT retention.

Risk Indicator Map for Adolescents of Pasco County

2016 – 2017: Monica Rousseau, Andre Clark, Jason Kora, Tracey Kaly (Community Partner, BayCare), David Chamberlin (Community Partner, Pasco County Schools), Kathy Moore, PhD (Academic Mentor)

Pasco County's youth drug use rates hover above Florida's average. In order to implement meaningful prevention programs, a better understanding of high risk areas is necessary. This study utilized empirical research and focus groups of local experts to guide Pasco County Schools and BayCare Behavioral Health in the creation and validation of a local ranking system which measures risk for poor behavioral health among middle and high school students according to zip code and school.

Implementation of Three Evidence-based Practices Across Two Levels of Care

2013 – 2014: Alexandra Albizu-Rivera, Mathew Lynch, Nichole Snyder, Sara Wolicki, Kathleen Moore, PhD (Academic Mentor), Ed Monti (Community Partner), Tracey Kaly (Community Partner).

This symposium discusses three components of a study conducted to examine the implementation of three evidence-based practices targeting adolescent substance abuse across two levels of care within a local behavioral health care agency. Both qualitative and quantitative methods were employed to examine the implementation drivers and fidelity across programs. Components presented will: 1) provide an overview of the programs; 2) discuss methodologies employed and data findings; and 3) deliver recommendations and lessons learned. To view the presentation, click on the link above.

Youth Services Integration: Evaluation of a Children's Behavioral Health and Primary Care Integration Program

2014 – 2015: Jessica Koelsch, Bailey Thompson, Jessica E. Vazquez, Kathleen Moore, PhD (Academic Mentor), Ed Monti (Community Partner), Tracey Kaly (Community Partner).

The integration of behavioral health services within primary care is crucial given the alarming rate of adolescents in need of mental health services who are not receiving any. Approaches to behavioral health and primary care integration have been developed and primarily evaluated in adult settings. The purpose of this study is to evaluate an integration care program providing children and adolescents with on-site mental health counseling services in a pediatric primary care setting. To view the presentation, click on the link above.

Facilitators and Barriers to Guardian Engagement in Adolescent Drug Use Outpatient and Prevention Programs

2013 – 2014: Shivani Gogna, Carolyn Taylor, Andrew McFarlane, Dinorah Martinez Tyson, PhD (Academic Mentor), Mary Lynn Ulrey (Community Partner).

Adolescents are an at-risk group for drug use and abuse. Evidence-Based Programs (EBPs) exist which focus on parental engagement and strong family partnerships to help ensure the success of drug prevention and rehabilitation programs for adolescents, including minimizing the risk for post-treatment relapse. This study explored perceptions of facilitators and barriers to parental engagement in programs within a local community agency, the Drug Abuse Comprehensive Coordinating Office. To view the presentation, click on the link above.

Prevention of Opioid Addiction: Using Perspective to Shape the Future

2014 – 2015: Jennifer A. Shepherd, Maria Von Zuben, Heather Walders, Svetlana Yampolskaya, PhD (Academic Mentor), Andrew McFarlane (Community Partner).

Experiences of individuals addicted to opioids are used to develop prevention education programs and develop meaningful interventions and treatments in addiction. The projects goal is to retrospectively identify key factors in individuals' history, experiences, and exposures to drugs. This data will provide information on the targeted features of preventions, treatments, and interventions for the specific population, as well as assist in developing focused curriculum and behavioral health programs for school-aged youth and emerging adults. To view the presentation, click on the link above.

Identifying Barriers to Reunification in the Child Welfare System

2013 – 2014: Chanelle Henderson, Kristina Soderstrom, Mary Armstong, PhD (Academic Mentor), Marti Coulter, DrPH, MSW (Academic Mentor), Kathleen Cowan (Community Partner).

Semi-structured interviews capture parental perspectives following a "failed reunification" with their child in the child welfare system. A "failed reunification" describes any event where a child has been removed from a parent, has been reunified with their parent, and has been removed again. Investigators identify factors inhibiting reunification with the following intentions: a) foster dialogue between families and system providers; b) identify barriers to permanency; and c) disseminate targeted evidence- based interventions to eradicate barriers. To view the presentation, click on the link above. 

Responding to Crisis: Evaluating the Implementation of Telemental Health Services

2020-2021: Jennifer Delva, MPH, CPH; Lendi Joy, MA; Stacy Grundy, DrPH, MPH, CHES; Amy Green, PhD (academic mentor); Enya Vroom, MS (peer mentor); Andy Coble (community partner)

Telehealth has now become a popular mode of service delivery in the wake of the COVID-19 pandemic, with implications for potential sustainability once the public health crisis subsides. Overall, proper implementation of telemental health services during a time of crisis can alleviate barriers to behavioral health services, creating broader access to needed services. The purpose of this study was to assess the implementation of adolescent telemental health services among Family Resources, Inc.’s staff. Results will be used to provide insight for sustaining services during a crisis, improve behavioral health service delivery and policy, and increase awareness and acceptance of telehealth services.

Evaluation of Teens in Action: A Social and Emotional Learning Program with a Service-Learning Component in a Community Setting

2016 – 2017: Enya Vroom, Nicole Crawford, Andre Clark (Community Partner), Kimberly Williams, (Community Partner), Donna Burton, PhD (Academic Mentor), Tom Massey, PhD (Academic Mentor)

This study was a qualitative process evaluation of the Teens in Action (TIA) program facilitated by Frameworks of Tampa Bay, Inc. TIA is a community-based, social and emotional learning program with a service-learning component for high school students. Five focus groups were used to assess the experiences of the TIA participants, their understanding of risky behaviors, the impact of TIA on responsible decision-making surrounding risky behaviors, and if program modifications could be made.

Framing Frameworks: A Qualitative Evaluation of Teens in Action with Implications for Diverse Dissemination

2015 – 2016: Elizabeth Dunn-Gader, Mariana Stavig, Tom Massey, PhD (academic mentor), Kimberly Williams (community partner), Lisa Rose (community partner).

This study evaluates the curriculum, implementation process and sociocultural context of Frameworks of Tampa Bay's unique Teens in Action (TIA) Social and Emotional Learning (SEL) program. Employing a qualitative methods approach, we identify the key elements of effective implementation and to what extent this foundation informs the anticipated path to evidence based consideration. In addressing potential avenues for exportability, we discuss the influence of socio-cultural/economic context in implementation science, sharing implications valuable to diverse dissemination. To view the presentation, click on the link above.

An Evaluation of Positive Youth Development (PYD) Constructs within the CINS/FINS Outpatient Counseling Program: Building on the Strengths of At-Risk Youth

2019-2020: Claire Lipton, BA; Lindsey Noland, BS; Sarah Shahady, BS; Sarah Sheffield, MA; Bruce Lubotsky Levin, DrPH, MPH, University of South Florida, Tampa, FL; Jeannie Willsie, PhD, LMHC, Hillsborough County Department of Children’s Services, Tampa, FL

At-risk youth face a diverse set of challenges that impacts their transition into adulthood. The Children in Need of Services/Family in Need of Services (CINS/FINS) 12-week outpatient program provides counseling services to at-risk youth living in Hillsborough County, FL. Applying a positive youth development theory (PYD) to youth programming has been proven to achieve positive outcomes. This study aims to identify the constructs of PYD within the CINS//FINS program, in addition to identifying the organization's beliefs and attitudes towards PYD.

Voices in Foster Care: A Peer-Driven Perspective on Successful Development of Life-Skills among Transition-Age Youth

2018-2019: John Martin, BA; Sarah Sheffield, MS; Renee Wallace, BS; Donna Burton, PhD; Tom Massey, PhD, University of South Florida, Tampa, FL; Jeannie Willsie, PhD, LMHC, Hillsborough County Department of Children’s Services, Tampa, FL

Transition-age youth face a host of barriers to successful transitions into adulthood. Foster care, while acting as a forced placement, may decrease an individual's autonomy and decision making. In-depth interviews were conducted with residential and aged-out youth to explore interest in gaining life-skills and levels of self-determination. This study looks to incorporate concepts from youth-informed practices to develop a promising method for delivering life-skills training to youth in the foster care system.

Hillsborough County Children's Services – Operationalizing Success: An Analysis of Risk and Protective Factors of Transition-Age Youth in Residential Foster Care

2016 – 2017: Jana Leyer, Sarah Sheffield, Jean Marie Willsie, PhD, (Community Partner), Rhonda Rhodes, PhD, (Community Partner), JoAnn Rollins, MA (Community Partner), Tom Massey, PhD (Academic Mentor)

Early adoption of protective factors can facilitate the cultivation of resiliency and successful integration into society. A series of in-depth interviews coupled with surveys were conducted among multidisciplinary staff, youth in residential foster care, and recently emancipated young adults. The evaluation underscored transition-age youths' assertion of needs, present level of risk, and multilevel protective factors which will be used to better understand how current treatment programming promotes protective factors for residential foster care youths.

Early Implementation Study: Hillsborough County Children's Services

2015 – 2016: Monica Chambers, Gina-Maria Roca, Svetlana Yampolskaya, PhD (academic mentor), Rhonda Rhodes (community partner).

Hillsborough County Children's Services Division (n.d.) strives "...to be recognized as the nationally acclaimed premier provider of comprehensive, innovative, and efficient services for Hillsborough County's youth and families." To achieve their vision, Children's Services implemented three evidence-based programs: Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Seeking Safety, and Brief and Strategic Family Therapy (Hillsborough County Children's Services, n.d.). Our research evaluates constructs of organizational readiness for change, perceived barriers to change, and beliefs about future sustainability of the implemented interventions. To view the presentation, click on the link above.

Placing Evidence-based Interventions at the Fingertips of School Social Workers

2013 – 2014: Humberto López Castillo, MD, Catherine Randall, Tommi Rivers, Tiina Ojanen, PhD (Academic Mentor), Ken Gaughan, PhD (Community Partner).

This session shared the experiences of a collaborative partnership between the Hillsborough County School (HCS) District and the Institute for Translational Research in Adolescent Behavioral Health at the University of South Florida (USF). Institute Scholars worked in close partnership with the HCS school social worker supervisor and advisors to create a searchable online database known as eBIT (Evidence-based Intervention Toolkit). Actively translating research to practice, eBIT enables school social workers to search for an intervention with a problem- or student-specific evidence base. To view the presentation, click on the link above.

Evaluation of Interventions Utilized in IEP Counseling in the Hillsborough School District

2014 – 2015: Kristen McCallum, Flossie E. Parsley, Sharlene Smith, Kathleen Armstrong, PhD (Academic Mentor), Ken Gaughan, PhD (Community Partner).

Published research regarding interventions used in Individual Education Plan (IEP) counseling is limited. This qualitative study uses a focus group methodology to gain perspectives of individuals directly involved with intervention delivery within the school system. Specific aims include determining what specific interventions are used, how outcomes are measured, and what barriers exist in effective service delivery. Results of the study will be disseminated to the school system and individual service providers. To view the presentation, click on the link above.

COVID-19 Impacts on School-based Substance-use Prevention Programs

2021-2022: Mia Said, BS; Julia Allen, BA; Caroline Recio, BA; University of South Florida, Tampa, FL; Kimberly Menendez, MS, The C.E. Mendez Foundation, Tampa, FL; Enya Vroom, PhD; University of Florida, Tampa, FL

The Mendez Foundation (Tampa, Florida) implements an evidence-based substance use prevention program, Too Good for Drugs, in schools nation-wide. This exploratory evaluation examines how COVID-19 impacted the implementation of various evidence-based substance use prevention programs in Florida schools. The study’s aim is to evaluate how COVID-19 restrictions impacted implementation from the perceptions of school-based behavioral health practitioners and administrators. Implications for research, clinical practice, and crisis-response planning are discussed.

Evaluating the Web-Based Implementation Resource Tool of a School Based Prevention Program

2019-2020: James-Angelo Suarez, MPH; Edlin Garcia Colato, BA; Enya Vroom, MS (peer mentor); Donna Burton, PhD (academic mentor); Kimberly Menendez, MS (community partner); Charles Mendez, III (community partner)

The Too Good (TG) programs are evidence-based education curriculums, developed by the Mendez Foundation, Inc., aimed to prevent risky behaviors among youth by promoting social-emotional learning skills.  The Mendez Foundation developed an online implementation resource tool that adheres to the National Implementation Research Network (NIRN) Implementation Stages to assist TG facilitators with program implementation.  This formative evaluation measures the acceptability and value of the online resource tool from current and past facilitators of the program.

Evaluation of the Too Good for Drugs Prevention Program Implementation Fidelity Checklist

2018-2019: Tracy Bales, BA; Charles Baldwin, BS, University of South Florida, Tampa, FL; Kimberly Menendez, MS, Mendez Foundation, Inc., Tampa, FL; Charles Mendez, III, Mendez Foundation, Inc., Atlanta, GA; Bruce Lubotsky Levin, PhD, MPH, University of South Florida, Tampa, FL

Too Good (TG) evidence-based prevention programs empower youth to resist risky behaviors through the development of social-emotional learning skills. Positive student outcomes rely on effective implementation and model fidelity. Revised TG observation tools seeking to measure curricular adherence, dose, quality of delivery, and student responsiveness were tested during program delivery. Measures of validity and reliability were assessed using quantitative and qualitative analysis. Results are presented with recommendations for improvement and implications for adolescent behavioral health.

A Mixed Methods Evaluation of the Adolescent Marijuana Delinquent Act Citation Program in Hillsborough County

2016 – 2017: Vanessa Tate, Lauren Julian, Alexis McKinley, Kimberly Menendez (Community Partner), Charles Mendez, III (Community Partner), Julie Baldwin, PhD (Academic Mentor), Kathy Moore, PhD (Academic Mentor)

The Marijuana Delinquent Act citation (DAC) program was initiated in Hillsborough County in August 2016 to better serve adolescents with substance abuse issues.  A formative evaluation of this program included quantitative assessments of drug use among adolescents as well as qualitative interviews with court personnel, law enforcement agencies, treatment providers, and community members.  Preliminary results of the first six months of the DAC program are presented with recommendations for improvement and sustainability of the program.

Strengthening Adolescent Outcomes: Enhancing Adoption and Implementation of 'Too Good' Prevention Programs using the Consolidated Framework for Implementation Research (CFIR)

2013 – 2014: Vicki Lynn, Kimberly Menendez, Monica Solomon, Rita Debate, PhD (Academic Mentor), Charles Mendez III (Community Partner).

Despite the effectiveness of evidence-based programs (EBPs), reported low levels of implementation in real-world settings are a growing concern. The Consolidate Framework for Implementation (CFIR) is a theoretical framework used to evaluate program adoption and implementation processes. The purpose of this study was to apply the CFIR to examine factors that affect adoption and implementation of Too Good prevention programs, enhance these processes for facilitators, and inform implementation science of more effective implementation strategies. To view the presentation, click on the link above.

Investigating Adaptations to an Evidence-Based Prevention Program

2014 – 2015: Shawna Green, Lauren Nieder, Ashley Souza, Tiina Ojanen, PhD (Academic Mentor), Kimberly Menendez (Community Partners), Charles Mendez III (Community Partner).

The use of evidence-based programs as preventative interventions has become a popular trend in adolescent settings. With the increased use of the evidence-based prevention interventions, fidelity to the model must be examined and understood, particularly in the face of adaptations. The purpose of this research is to investigate the fidelity of the implementation process and to identify the adaptations conducted within the Too Good prevention interventions. To view the presentation, click on the link above.

Adapting a Universal Prevention Program to Fit the Multi-tiered System of Support Framework Utilized in Schools

2015 – 2016: Shalay Jackson, Sarah Gonzalez, Kathy Moore, PhD (academic mentor), Kim Menendez (community partner).

Our team gathered information regarding the implementation processes associated with the use of the Mendez Foundation's Too Good programs in a multi-tiered system. The goal is to provide Mendez clients with valuable information about the processes and procedures essential to adapting the universal programs to meet the needs of students receiving Tier 2 and Tier 3 interventions. Our research team will provide a formative evaluation to describe the strengths and challenges associated with this process. To view the presentation, click on the link above.

Using Community Networking and Implementation Science Education to Improve Supports and Collaboration for Foster Care Services in Arizona

2019-2020: Casey Blaesing, OTS; Tessa Burt, OTS, Amy Armstrong-Heimsoth, OTD, OTR/L (academic mentor), AZ; Shevaun Sullivan (community partner).

In response to limited funding, budget cuts, and a demand for increased accountability, community-based agencies serving youth in foster care are required to provide evidence-based programs. However, many programs lack prerequisites for establishment of evidence. Educational sessions, focus groups, surveys and semi-structured interviews were completed to increase agencies’ knowledge about implementation science and build overall community capacity. Results of this project inform the community, strengthen capacity for evidence-based programs, and build community resilience.

Former Foster System Youth Perspectives on Transition to Adulthood

2018-2019: Amy Armstrong-Heimsoth, OTD, OTR/L; Molly Hahn-Floyd, OTS, Northern Arizona University/University of South Florida, Phoenix, AZ; Heather Williamson, DrPH, Northern Arizona University, Phoenix, FL.; Shevaun Sullivan, Projects Manager, Volunteer Coordinator, OCJ Kids, Phoenix, AZ

Youth aging out of foster care face many risk factors as they transition into adulthood. While multiple transition services exist, there is no gold standard transition service. Semi-structured interviews, support mapping, and resiliency measurement was completed to gather the lived experiences of foster youth through transition. Comparisons between those choosing initial transition supports and those who didn’t were explored. Dissemination of needs/desires of the youth can assist with sustainability and effectiveness of transition programming.

Assessment of Suicide Prevention Knowledge and Awareness among Student Support Programs and Services Staff and School Administrators at Pasco County Schools

2015 – 2016: Ericka Duncan, Aldenise Ewing, Tom Massey, PhD (academic mentor), David Chamberlin (community partner).

This study sought to assess the level of training, knowledge and awareness for suicide prevention and postvention amongst Pasco County School administrators and Office for Student Support Programs and Services (OSSPS) staff. The OSSPS is a first line of contact for many youth facing mental and behavioral challenges. Considering that suicide is the third leading cause of death amongst adolescents, equipping school service staff for with knowledge and awareness for early intervention is imperative. To view the presentation, click on the link above.

Assessing Clinical Competence of Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Treatment Needs in a Community-based Mental Health Setting

2019-2020: Amanda Weston, MA; Terrell Jackson, BA; John “JJ” Jackson, MA; Josh Nadeau, PhD (community partner); Alexandra Albizu-Jacob, MPH (peer mentor), Amy Green, PhD (academic mentor).

Youth with sexual and gender divergent identities necessitate mental health treatments that are culturally responsive and affirming. This mixed-methods evaluation assessed clinical competence of staff working with LGBTQ youth at Rogers Behavioral Health-Tampa Bay utilizing the LGBT-DOCSS assessment. Semi-structured interviews with clinical and non-clinical staff were conducted to understand the barriers to working with LGBTQ youth and issues with implementing culturally competent interventions. Recommendations for solutions to barriers and future clinical training will be provided.

 

A Pilot of a Behavioral Assessment Scale in Early Learning Literacy in Youth in United Way Suncoast ReadingPals Program

2015 – 2016: Melody Chavez, Bruce Levin, DrPH, MPH (academic mentor), Tom Massey, PhD (academic mentor), Emery Ivery (community partner).

Early exposure to reading and writing can help create school readiness and assist in building a foundation for educational success. Research shows that children who are living in poverty are three times more likely to drop out of school. Early learning literacy programs are designed to help children achieve future success. In order to achieve this, evaluation methods need to be able to measure effectiveness of the program on changes in children's attitudes around reading. To view the presentation, click on the link above.