Table 1 Characteristics of included papers

Amaya-Jackson et al., 2018, USA [26]

Mental health

Rural, underserved geographic regions (North Carolina)

Implementation monitoring

Quantitative descriptive

Evaluation of pilot to examine whether:

1. Clinicians in a community practice setting could implement an EBT (e.g. TF-CBT) with a high level of practice fidelity through participation in a LC

2. Youth who participate in a full course of TF-CBT provided by a clinician trained to model fidelity will experience clinically significant symptom improvements

Clinicians: 124 clinicians in 2 × TF-CBT LCs

Clients: 281

Clinicians & child clients

Anaby et al., 2015, Canada [22]

Children and youth with disabilities

Paediatric rehabilitation centre

Post-implementation

Qualitative

1. To identify site-specific needs and issues of clinicians working with children and youth with physical disabilities surrounding the theme of participation and the environment

2. To develop and evaluate an intervention plan to facilitate knowledge uptake by clinicians in the clinical context and, consequently, foster change in practice

2 groups of 7 clinicians of MDTs, n = 14. Mainly OTs and PTs, working with clients aged 0–21 years

Children and young adults with disabilities, aged 0–21 years

Beidas et al., 2016, USA [24]

Mental health

14 community mental health clinics across the Philadelphia metropolitan area

Pre-training, post-training

Mixed methods case study

1. Describe the context within which the trauma-informed system and the evaluation were developed

2. Describe the implementation science framework that guides the evaluation

3. Present data with regard to implementation determinants and outcomes.

4. Provide recommendations, based on lessons learned, for developing and evaluating a trauma-informed public behavioral health system that links to other youth-serving systems

TF-CBT therapists: four of six staff training cohorts

TF-CBT therapists

Couturier et al., 2018, Canada [19]

Eating disorders

Academic Health Science Centre, community-based behavioural health provider organisations and paediatric eating disorder programs

Post-implementation

Mixed methods

To identify and describe themes arising in the implementation consultation component of the model

One Academic Health Science Centre, 3 community-based behavioural health provider organisations and 17 medical practitioners and administrators

Medical practitioners and administrators

Couturier et al., 2021, Canada [20]

Eating Disorders

Four sites in Ontario who had behavioural health providers who used Family Based Therapy (FBT) for eating disorders

Pre and post implementation

Mixed methods

Implementation of a proven FBT to treat eating disorders in an outpatient family driven setting. The goal of the implementation framework was to achieve high fidelity to the proven FBT

17 individuals (nine therapists, four medical practitioners, four administration staff)

Therapists ± the other clinic staff

Henderson et al., 2017, Canada [15]

Mental Health and Substance Abuse

Youth serving network

Pre-implementation and implementation

Quantitative descriptive, post intervention qualitative feedback

To describe the process, the supports and barriers to implementation and lessons learnt from initiative in collaboration with community service providers

Pre-implementation: policymakers, local community leaders, organisational decision makers, direct service providers, administrative staff

Implementation: The service providers

Healthcare providers in community youth services

Kingsley, 2020, USA [21]

Chronic pain

Paediatric, academic medical facility serving as a regional SCD center in the Midwest

Post-implementation

Quantitative non-randomized: Cohort study

Evidence based screening tool to increase multidisciplinary pain referrals for youth with SCD at risk for chronic pain

111 youth ages 2–21 years

An academic medical facility—MDT treating sickle cell

Nadeem et al., 2018, USA [25]

Mental health

School-based mental health clinics identified by New York City School–based Mental Health (NYC SBMH) Committee

Implementation monitoring and post implementation

Mixed Methods

1. Characterise the implementation activities and processes that occur within mental health clinics participating in a large scale school mental health training effort

2. Determine which processes relate to initial implementation outcomes

3. Utilise qualitative data to provide insights into the dynamic implementation processes that may underlie clinics' implementation behaviours as measured by the SIC

26 NYC school based mental health clinic sites which provide co-located school based mental health services

Therapists/social workers/psychiatrist (essentially all clinicians) working in school based mental health clinics

Radovic, 2019, USA [16]

Mental health

Two paediatric community practices

Pre-implementation

Mixed methods study—survey (quantitative) and focus groups

Develop and investigate potential implementation strategies for the introduction of Supporting Our Valued Adolescents (SOVA) web-based technology in 2 primary care settings with the goal of translating to more effective implementation in the future

14 PCP

PCPs in community practices who see/treat adolescents with depression and/or anxiety

Shafran et al., 2020, UK [27]

Mental health, epilepsy

Child health epilepsy services

Pre-implementation; implementation; post-implementation

Qualitative

To optimise MATCH-ADTC for use in children and young people with mental health needs in the context of epilepsy within routine epilepsy services, using implementation science methods

6 focus groups (FGs) of children and young people with epilepsy who had received treatment for epilepsy and 10 parents/carers

6 FGs of health professionals working in epilepsy services

PDSA cycles with 12 patients receiving the version of the MATCH-ADTC intervention

8 parents participated in the qualitative interviews

Parents and children and young people with epilepsy

Health clinicians

Stanhope et al., 2018, USA [17]

Treatment of substance use disorders

27 community mental health organizations (CMHOs) in 6 states

Post implementation, implementation monitoring

Mixed methods

1) Describe the implementation of SBIRT within CMHOs; and 2) understand the self-reported barriers to implementing SBIRT and when these barriers occurred in the implementation process

2873 adolescents screened, 55.1% female, average age 16.6 years (SD = 1.61).15–22

Staff of the community mental health services

Snider, 2016, Canada [23]

Violence/mental health

Community -Winnipeg's Health Science Centre

Pre-implementation

Qualitative

To describe how a group of community partners and medical professionals used an iKT approach to develop and EDVIP for youth injured by violence in Winnipeg's Health Sciences Centre and a research plan to evaluate it

The research team itself: Community partners: Youth workers, youth with lived experiences of violence (both as victims & perpetrators), Aboriginal Elders, executive directors of youth violence programs. Emergency & trauma doctors, nurses & social workers

Will be ED workers and community groups, possibly police

Westerlund, 2020, Sweden [18]

Mental Health

Children and Adolescent psychiatrist clinics

Post-implementation

Qualitative

1. Explore what extent the DA guidelines were known and adhered to by health professionals

2. Investigate factors influencing implementation of the guidelines

18 individuals from 3 separate child and adolescent psychiatry clinics (6 physicians, 6 social workers, 6 psychologists)

Clinicians—physicians, psychologists, social workers