Date post: | 22-Dec-2015 |
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University Involvement in Mental Health—Education
Partnerships: Benefits for All
Julie S. Owens, Ph.D., Ohio UniversityCarl E. Paternite, Ph.D., Miami UniversityLauren Richerson, M.S., Ohio UniversityMelissa Maras, B.A., Miami University
Overview
I. Overview of SBMH: models, services, advantages, challenges, needs
II. How to initiate a mental health—education partnership: History of the creation of SBMH in Ohio
III. Description of our programs
IV. Examples of the benefits provided by mental health—education partnerships
V. Common challenges to SBMH and recommendations for overcoming them
School-Based Mental Health Program/Service Variations
Community MH providers working on site in school settings in partnership with school staff
School MH professionals with clearly defined primary roles as mental health providers in school (counselor, S.W, psychologist)
MH providers from school or community as part of on site school-based health centers, in partnership with primary care providers
Expanded School-Based Mental Health Programs
and Services Involve partnership between schools
and community health/mental health organizations, as guided by families
Build on existing school programs/services
Offer programs/services for all students, including those in general and special education
Emphasize schools as locus of engagement for school-based, school-linked, and community-based work
Expanded School-Based Mental Health
Full array of mental health care for youth in special and regular education• Screening and assessment• Treatment• Case management• Prevention (all levels)• Mental health promotion
Related Services• Classroom observation• Consultation• Training with school staff, families, and
community members• School wide initiatives (e.g., media, outreach,
climate)
Expanded SBMH Advantages
Moves toward MH—Education systems integration, providing critical support to education, and enhancing access to youth for mental health care
Expands and connects education and mental health knowledge bases and promotes interdisciplinary collaboration
Assists in the development and delivery of a true system of care
Emerging Expanded SBMH Field is Presented with
Many ChallengesLack of conceptual clarity about SBMH
No good national mechanisms to track development
Estimate of less than 10% of schools in U.S. offer expanded SBMH
Practice-research disconnect
Tenuous community and financial support
“Silos” in community systems
Education/Training Needs
In addition to parents and primary care providers, teachers are on the mental health “front line”. Yet, teachers/educators are very poorly trained in problem recognition and mental health promotion
Significant need to enhance teacher/educator training based on analysis of issues confronted in the classroom/school
Related significant need to enhance training of mental health professionals to prepare them to engage with educators and function effectively in/with schools
The Y.E.S.S. Program: Youth Experiencing Success in
Schools
Julie S. Owens, Ph.DJulie S. Owens, Ph.DDepartment of PsychologyDepartment of Psychology
Ohio University Psychology and Social Work ClinicOhio University Psychology and Social Work Clinic
Program Goals Improve academic
and behavioral performance
Enhance home-school collaboration
Enhance consultation for teachers
Improve inter-agency collaboration
Conduct research to evaluate program effectiveness and barriers to care
Evidence-Based Services
Individualized classroom intervention• Daily report card with home-school links• Behavioral contracts
Individual/group parent support sessions• Home privilege system for school performance• Effective discipline skills
Weekly teacher consultation Individual child therapyConsultation with other agencies
In-House Clinician: 2 days/week
Center for School-Based Mental Health Services
Miami University Department of Psychology
http://www.units.muohio.edu/csbmhp/
Alternative Education Program Formative Evaluation and
Consultation2003
Qualitative StudyPhase I and Phase II11 Alternative Education Programs
evaluated (Short-, Mixed-, and Long-term programs)
27 student and 25 parent interviewsThemes, Recommendations, and Best-
Practices identified
http://www.units.muohio.edu/csbmhp/alternativeeducation.html
Head Start Programs:Observation and
Consultation2003-2004
Federally mandated biannual observation and consultation
59 Head Start Programs in Butler County, OH
Development of Behavioral Health Observation Form
Ongoing partnership
School-Based Psychology Interns
Clinicians based in 5 schools Individual, family, and group therapyTeacher consultationOngoing data collection
Ψ Benefits to Researchers ΨRepresentative, heterogeneous samples
• Inclusion of at-risk children• Advances the science
CollaborationMultiple informants of treatment
outcomeGreater access to informants and child
participantsExamination of factors that may
influence children’s treatment outcomes
2004-2005
FallPre-
Treatment
Winter Mid-
Treatment
SpringPost-
Treatment
Symptoms Par; Tch Par; Tch Par; TchImpairment Par; Tch Par; Tch Par; TchAcademic Performance
Grades; Tch
Grades; Tch
Grades; Tch
Parent Stress Parent Parent ParentTeacher Stress Teacher Teacher TeacherSchool Climate Teacher;
ClinicianTeacher;Clinician
Teacher;Clinician
Office referrals Records Records RecordsSatisfaction Par; Tch;
ChildPar; Tch; Child
Par; Tch; Child
Example of Benefits to Research: Predictors of
Treatment OutcomeChild variables• IQ•Symptom severity
Family variables•Parenting style•Parenting stress•Parental involvement in
treatmentSchool variables
•Teacher optimism
Benefits to Pre-Service Professionals
The providers of treatment
Use of evidenced-based treatments
Experience working on an inter-disciplinary team
A captive and diverse audience
Benefits to Children and the School Community
Improved service-delivery model
Improved academic, behavioral, and social/emotional functioning
Opportunities for mental health education
Child advocate in the schoolClient satisfaction
Example of Benefits to Children and the School:
5th Grade StudentWork Completed in Reading
0
10
20
30
40
50
60
70
80
90
100
10/25/2003
11/1/2003
11/8/2003
11/15/2003
11/22/2003
11/29/2003
12/6/2003
12/13/2003
12/20/2003
12/27/2003
1/3/2004
1/10/2004
1/17/2004
1/24/2004
1/31/2004
2/7/2004
2/14/2004
2/21/2004
2/28/2004
3/6/2004
3/13/2004
3/20/2004
3/27/2004
4/3/2004
4/10/2004
4/17/2004
4/24/2004
5/1/2004
5/8/2004
5/15/2004
Date
Pe
rce
nt
Co
mp
lete
d
Baseline Intervention
Work Completed in Math
0
10
20
30
40
50
60
70
80
90
100
10/25/2003
11/1/2003
11/8/2003
11/15/2003
11/22/2003
11/29/2003
12/6/2003
12/13/2003
12/20/2003
12/27/2003
1/3/2004
1/10/2004
1/17/2004
1/24/2004
1/31/2004
2/7/2004
2/14/2004
2/21/2004
2/28/2004
3/6/2004
3/13/2004
3/20/2004
3/27/2004
4/3/2004
4/10/2004
4/17/2004
4/24/2004
5/1/2004
5/8/2004
5/15/2004
Date
Pe
rce
nt
Co
mp
lete
d
Baseline Intervention
Work Completed in Science
0
10
20
30
40
50
60
70
80
90
100
10/25/2003
11/1/2003
11/8/2003
11/15/2003
11/22/2003
11/29/2003
12/6/2003
12/13/2003
12/20/2003
12/27/2003
1/3/2004
1/10/2004
1/17/2004
1/24/2004
1/31/2004
2/7/2004
2/14/2004
2/21/2004
2/28/2004
3/6/2004
3/13/2004
3/20/2004
3/27/2004
4/3/2004
4/10/2004
4/17/2004
4/24/2004
5/1/2004
5/8/2004
5/15/2004
Date
Per
cen
t C
om
ple
ted
Baseline Intervention
Work Completion in Language Arts
0
10
20
30
40
50
60
70
80
90
100
10/25/2003
11/1/2003
11/8/2003
11/15/2003
11/22/2003
11/29/2003
12/6/2003
12/13/2003
12/20/2003
12/27/2003
1/3/2004
1/10/2004
1/17/2004
1/24/2004
1/31/2004
2/7/2004
2/14/2004
2/21/2004
2/28/2004
3/6/2004
3/13/2004
3/20/2004
3/27/2004
4/3/2004
4/10/2004
4/17/2004
4/24/2004
5/1/2004
5/8/2004
5/15/2004
Date
Pe
rce
nt
Co
mp
lete
d
Baseline Intervention
Challenges Common to MH—Education Partnerships
Developing and sustaining partnerships with schools
Developing and sustaining partnerships with parents
Time constraintsLocation, space, and
turf
Addressing ChallengesCreating and sustaining
partnerships with schools
Creating and sustaining partnerships with parents
Working around time constraints
Negotiating location, space, and turf
Leads to Benefits for All!