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Transcript of Building the Research Agenda in School Mental Health Building the Research Agenda in School Mental...
Building the Research Agenda Building the Research Agenda in School Mental Healthin School Mental Health
Mark D. Weist, Ph.D.Mark D. Weist, Ph.D.Center for School Mental HealthCenter for School Mental Health
University of Maryland University of Maryland 11.05.0911.05.09
Center for School Mental Health* Center for School Mental Health* University of Maryland School of MedicineUniversity of Maryland School of Medicine
http://csmh.umaryland.eduhttp://csmh.umaryland.edu*Supported by the Maternal and Child Health Bureau, Health Resources *Supported by the Maternal and Child Health Bureau, Health Resources
and Services Administration, and numerous Maryland agenciesand Services Administration, and numerous Maryland agencies
““Expanded” School Mental HealthExpanded” School Mental Health
Full continuum of effective mental health Full continuum of effective mental health promotion and intervention for students in promotion and intervention for students in general and special educationgeneral and special education
Reflecting a “shared agenda” involving Reflecting a “shared agenda” involving school-family-community system partnershipsschool-family-community system partnerships
Collaborating community professionals (not Collaborating community professionals (not outsidersoutsiders) ) augmentaugment the work of school- the work of school-employed staffemployed staff
Fundamental Three-Part RationaleFundamental Three-Part Rationale
Schools are under-resourced for mental health Schools are under-resourced for mental health promotion and interventionpromotion and intervention
Connections between people and traditional Connections between people and traditional community mental health centers are difficultcommunity mental health centers are difficult
By coming together in the most universal By coming together in the most universal natural setting for youth, there are advantages natural setting for youth, there are advantages for both systems, and synergies enhance for both systems, and synergies enhance opportunities to achieve valued outcomes opportunities to achieve valued outcomes
Access AdvantagesAccess Advantages
Reduced initial stigma of servicesReduced initial stigma of services
Reduced burden of initial help seekingReduced burden of initial help seeking
Increased likelihood of early problem Increased likelihood of early problem identificationidentification
Reduced stigma for ongoing service useReduced stigma for ongoing service use
Reduced burden of ongoing service useReduced burden of ongoing service use
Promotion/Prevention AdvantagesPromotion/Prevention Advantages
Increased ability for environmental Increased ability for environmental enhancement and universal preventionenhancement and universal prevention
Enhanced ability for preventionEnhanced ability for prevention
Increased support to educational staffIncreased support to educational staff
Service Implementation AdvantagesService Implementation Advantages
Increased interdisciplinary collaborationIncreased interdisciplinary collaboration
Increased involvement of diverse stakeholdersIncreased involvement of diverse stakeholders
More efficient (and less costly) servicesMore efficient (and less costly) services
Enhanced ability for assessment and Enhanced ability for assessment and intervention in multiple settings, enhanced intervention in multiple settings, enhanced maintenance/generalizationmaintenance/generalization
Research Supported ProgramsResearch Supported Programs
Substance Abuse and Mental Health Service Substance Abuse and Mental Health Service Administration’s National Registry of Administration’s National Registry of Effective Programs and PracticesEffective Programs and Practices
www.nrepp.samhsa.comwww.nrepp.samhsa.com
On October 24, 2009, 147 research supported On October 24, 2009, 147 research supported interventions were reported, with 54 coming interventions were reported, with 54 coming up with the search term “schools”up with the search term “schools”
Research Supported Programs InvolveResearch Supported Programs Involve
Strong trainingStrong training
Fidelity monitoringFidelity monitoring
Ongoing technical assistance and coachingOngoing technical assistance and coaching
Administrative supportAdministrative support
IncentivesIncentives
IntangiblesIntangibles
Practice in the trenchesPractice in the trenches
Involves NONE of these supportsInvolves NONE of these supports
Other Critical IssuesOther Critical Issues
Contingencies related to financingContingencies related to financing
Absence of accountability mechanismsAbsence of accountability mechanisms
School fluiditySchool fluidity
Crowded agendas in schoolsCrowded agendas in schools
Jadedness of school systems and staffJadedness of school systems and staff
Central Theme of CSMHCentral Theme of CSMH
Bridging research and practice in school Bridging research and practice in school mental health to enhance the implementation mental health to enhance the implementation of high quality, evidence-based programs of high quality, evidence-based programs leading to improvements in outcomes valued leading to improvements in outcomes valued by families and schoolsby families and schools
Four Themes in Quality ServicesFour Themes in Quality Services
Systematic Quality Assessment and Systematic Quality Assessment and ImprovementImprovement
Family Engagement and EmpowermentFamily Engagement and Empowerment
Modular, Evidence-Based Skill TrainingModular, Evidence-Based Skill Training
Implementation SupportImplementation Support
Working Effectively with Working Effectively with Students and FamiliesStudents and Families
Early on focus on engagement, e.g., through Early on focus on engagement, e.g., through candid discussions about past experiencescandid discussions about past experiences
Emphasize empowerment and the potential for Emphasize empowerment and the potential for improvementimprovement
Provide pragmatic supportProvide pragmatic support
Emphasize mutual collaborationEmphasize mutual collaboration
Modular InterventionModular Intervention
Chorpita, B.F., & Daleiden, E.L. (2007). Chorpita, B.F., & Daleiden, E.L. (2007). 2007 2007 Biennial Report: Effective Psychosocial Intervention Biennial Report: Effective Psychosocial Intervention for Youth with Behavioral and Emotional Needsfor Youth with Behavioral and Emotional Needs . . Child and Mental Health Division, Hawaii Child and Mental Health Division, Hawaii Department of Health Department of Health (Reviews most important treatment foci for Anxiety, (Reviews most important treatment foci for Anxiety, Attention Problems, Autism, Depression, Disruptive Attention Problems, Autism, Depression, Disruptive Behavior Disorders, Substance Use, and Traumatic Behavior Disorders, Substance Use, and Traumatic Stress)Stress)http://hawaii.gov/health/mental-health/camhd/library/http://hawaii.gov/health/mental-health/camhd/library/pdf/ebs/ebs012.pdfpdf/ebs/ebs012.pdf
Anxiety: Practice ComponentsAnxiety: Practice Components
31
39
44
97
0 20 40 60 80 100
Relaxation
Cognitive/Coping
Modeling
Exposure
% of EBP w/PracticeComponent
Implementation SupportImplementation Support
Interactive and lively teachingInteractive and lively teaching
Off and on-site coaching, performance Off and on-site coaching, performance assessment and feedback, emotional and assessment and feedback, emotional and administrative supportadministrative support
Peer to peer support Peer to peer support
User friendlinessUser friendliness– see Dean Fixsen, Karen Blasé, National see Dean Fixsen, Karen Blasé, National
Implementation Research Network (NIRN)Implementation Research Network (NIRN)
Another TriangleAnother Triangle
Desired Outcomes Effective mental health promotion and intervention
Outstanding staff and program qualitiesOngoing training, technical assistance & support
School and community buy-in and investment
Resources Awareness raising, advocacy, policy improvement
A National Community of PracticeA National Community of Practice
CSMH and IDEA Partnership (CSMH and IDEA Partnership (www.ideapartnership.orgwww.ideapartnership.org) providing support) providing support
30 professional organizations and 13 states30 professional organizations and 13 states
12 practice groups12 practice groups
Providing mutual support, opportunities for Providing mutual support, opportunities for dialogue and collaborationdialogue and collaboration
Advancing Advancing multiscale learning systemsmultiscale learning systems
Sign up at Sign up at www.sharedwork.orgwww.sharedwork.org
Next Meeting of the National Next Meeting of the National (International) Community(International) Community
In conjunction with the In conjunction with the 1515thth Annual Annual Conference on Advancing School Mental Conference on Advancing School Mental HealthHealth
Albuquerque, New MexicoAlbuquerque, New Mexico
October 6-9, 2010October 6-9, 2010
See http://csmh.umaryland.eduSee http://csmh.umaryland.edu
www.schoolmentalhealth.orgwww.schoolmentalhealth.org
Website developed and maintained by the Website developed and maintained by the CSMH with funding from the Baltimore City CSMH with funding from the Baltimore City Health Department and Maryland Departments Health Department and Maryland Departments of Education and Mental Healthof Education and Mental Health
User-friendly school mental health User-friendly school mental health information and resources for caregivers, information and resources for caregivers, teachers, clinicians, and youthteachers, clinicians, and youth
Contact InformationContact Information
Center for School Mental Health, Center for School Mental Health, Department of Psychiatry University Department of Psychiatry University of Maryland 737 W. of Maryland 737 W. Lombard Street, 4Lombard Street, 4thth Floor Baltimore, Floor Baltimore, MD 21201 PH: 410-706-MD 21201 PH: 410-706-0980 FX: 410-0980 FX: 410-706-0984 706-0984 [email protected]@psych.umaryland.edu http://csmh.umaryland.eduhttp://csmh.umaryland.edu