When We Know Better, We Don’t Always Do Better

When We Know Better, We Don’t Always Do Better: Facilitating the Research to Practice and Policy Gap in School Mental Health 1. There is an acronym for the unique challenge of translating original research into workable policy. What is that acronym and what does it stand for? (1 point) 2. Briefly name and discuss each of the 5 obstacles to GRIPP (one to two sentences each) as outlined in the article. Use your own words. Do not simply copy sentences from the article. The first one is done for you as an example: (4 points) a. Mutual Mistrust – researchers and policymakers seem to have a lack of trust because they both operate with different goals and from differing world views. Policymakers see researchers as “pie-in-the-sky” types who don’t know how to apply their ideas to the real world. Conversely, researchers view policymakers as being only after money or political leverage. Also, practitioners (teachers, school counselors, school administration) have a distrust of researchers because they see researchers as being out of touch with what happens on the “front lines”. 3. Given these very real challenges in getting relevant research about mental health interventions out to schools, the article discussed 4 ways to fix the problem. These are listed below for you. Choose two of these solutions and explain why you think they might be the best to focus on for better GRIPP. (4 points) a. Translating research findings into brief synopses (digestible units). b. Increasing networking and shared work between researchers, practitioners, and policymakers. c. Facilitation knowledge translation and implementation through intermediary organizations. d. Improving quality through research/practice partnerships. 4. After reading the full article along with the conclusion, what do you think is the most important thing researchers can do to help this process along? How can they make sure their findings are being used in mental health practices in schools? (1 point)