Minority Mental Health Needs & Treatment in Virginia SJR 46 (2008) Patron: Senator Marsh
The West Virginia Expanded School Mental Health Initiative
description
Transcript of The West Virginia Expanded School Mental Health Initiative
The West Virginia Expanded School Mental Health InitiativeHistory, Status, Tools and Resources
Linda Anderson, MPHWV Student Success Summit
August 2-3,2011
Objectives
Participants will be able to1.Describe at least two aspects of the
history of the ESMH Initiative2.Identify at least three characteristics
of successful school mental health programs
3.Identify at least three resources for information and technical assistance
Outline• Define ESMH• Links between mental health and
school success• History of school mental health in
West Virginia• Factors for success• Resources
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The Conundrum
Academic
Performance
School Mental Health
Links Between Mental Health and School Success
Facts
• 5-9 % of children and teens have a serious emotional disturbance. (US Surgeon General’s Report, 1999)
• 20% of children and adolescents at any given time have a diagnosable mental disorder which interferes with their functioning.(US Surgeon General’s Report, 1999)
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Facts
• 1-2 children in every classroom have a diagnosable mental health concern which hinders functioning. (President’s New Freedom Commission Report)
• Less than 50% of children and adolescents with a mental illness receive adequate (or any) services . (Kataoka, Shang, Wells, 2002)
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Health & MentalHealth Factors Educational
Outcomes
EducationalBehaviors
Poor healthPhysical illness High-risk behaviors (e.g. Substance use ) Mental illness Developmental issuesLow self-esteem Family problems
AttendanceB Behavioral ProblemsEducational motivationAttitudes toward schoolworkSchool Connectedness
Graduation/Drop-out Grades Standardized test scores Teacher Retention
ADAPTED FROM: Geierstanger, S. P., & Amaral, G. (2004). School-Based Health Centers and Academic Performance: What is the Intersection? April 2004 Meeting Proceedings. White Paper. Washington, D.C.: National Assembly on School-Based Health Care.
Mental Health & Academic Outcomes Connection
SMH
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Why MH in Schools?
• Evidence clearly demonstrates that addressing mental health needs is associated with positive school outcomes
• School mental health promotion activities create a positive learning environment
Why MH in Schools?
• School mental health programs and services improve teaching conditions for teachers and staff
• Schools are where children are located – efficient use of resources
• Reduces costs for treatment• Contributes to the economy
Academic Performance• Is negatively affected by:
– Alcohol, tobacco, and other drug use – Emotional problems – Health risk behaviors (e.g. obesity, sexual behavior,
poor diet)– Low self-esteem, risky sexual behavior– Lack of access to health and mental health care– Poor home life
• Is positively affected by:– High levels of resiliency, developmental assets, and
school connectedness(work of CASEL, Search Institute; and others)
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Graduation Rates
SMH strategies can improve graduation rates by addressing factors that interfere with a student’s ability to succeed in school, such as :
–Exposure to violence–Anxiety disorders–Other unmet mental health needs
(Black, et al, 2003, Woodward & Ferguson, 2001; and others)
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School ConnectednessDefinition: the extent to which a student feels welcomed, accepted and respected in his or her school. Students who feel connected to their school:–Better achievement–Better school attendance–Stay in school longer–Less likely to engage in many risk behaviors(Fletcher et al., 2008; Shochet et al., 2006; Anderman, 2002; and others)
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WV Educators Speak:Mental Health & School Success
DefinitionExpanded School Mental Health refers to programs
that build on the core services typically provided by schools. It is a three-tiered framework that includes the full continuum of:
PreventionEarly intervention TreatmentServes all students Emphasizes shared responsibility between schools and community mental health providers
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A Comprehensive System of Learning SupportsSchool
Systems Behavioral Health Systems
Universal80-90%
Intensive1-5%
Targeted5-15%
TIER 1 - UNIVERSAL PREVENTIONA SCHOOL WIDE FOUNDATION
Creating a caring school environmentTeaching appropriate behaviors and problem solving skillsPositive behavioral support Effective academic instruction
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TIER 2 - TARGETEDIDENTIFY & INTERVENE EARLY
Interventions that occur early for individual students or small groups of students at riskExamples of programmatic interventions include social skills groups, anger management; family support; grief and loss, suicide / depression screening; short term counseling and stress management.
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TIER 3 - INTENSIVETREATING SEVERE & CHRONIC PROBLEMS
Individualized therapeutic interventions for high risk students with severe, chronic or pervasive concerns that may or may not meet diagnostic criteriaServices might include crisis intervention, cognitive behavioral therapy, and family therapy; and may be community or school - based.
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What does School Mental Health look like?
Systems of Prevention and Promotion All Students (universal)
Systems of Early InterventionStudents At-Risk (selected)
Systems of Treatment
Students with Problems (indicated)
School, Family, and Community Partnerships
From work of Joe Zins
What Does Quality ESMH Look Like?
• Emphasize access• Tailor to local needs
and strengths• Active involvement of
diverse stakeholders• Full continuum from
promotion to treatment
• Committed and energetic staff
• Developmental and cultural competence
• Coordinated in the school and connected in the community
• Emphasize quality and empirical support
(Center for School Mental Health)
WV HISTORYPrior to 2000• Coordinated School Health Program Initiated• School-based Health Center Initiative• System of Care – SAMHSA grant2000• School mental health funding – BHHF block
grant• Sisters of St Joseph Health and Wellness
Foundation funds mental health services in SBHCs
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WV MILESTONES2006• West Virginia Behavioral Health Commission
convenes• First meeting with WVDE2007• ESMH steering team organized• Strategic planning process begins (Dec.)
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WV MILESTONES
2008• ESMH Team recognized as subcommittee of
Behavioral Health Commission• MOU signed by Commissioners2009• Planning grants awarded by BHHF• Selected by NASBHC as pilot state for their
Mental Health Capacity Building Project
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WV MILESTONES2011• Website • Ten Components of Universal Tier defined• Analysis of county improvement plans• Second statewide ESMH conference• School policies reflect increased focus on
social-emotional learning and mental health
• ESMH Implementation grants28
MISSION
To develop and strengthen policies, practices
and services that promote learning and social-
emotional well-being for all of WV’s youth
through a collaborative process that engages
schools, families, and community-based
agencies.
VISION
Every student in WV will benefit from a school
environment that supports social and
emotional well-being to achieve his/her full
potential.
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WV Educators Speak:Building A Successful ESMH Program
Steering Team Goals
1. Strengthen the infrastructure2. Define ESMH Tiers 2 and 33. Ensure quality4. Develop a reporting system5. Regionalize training and TA6. Sustain and increase programs
TIER 1 - UNIVERSAL PREVENTIONTEN RECOMMENDATIONS
1. An infrastructure that supports and sustains a comprehensive school mental health model
2. A systemic approach to early identification of students at risk
3. An effective, classroom-based developmental guidance curriculum that is consistent and reinforced within and outside of the classroom
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Tier 1 Recommendations - Cont’d4. A school-wide positive behavior program
based upon evidence /promising practices5. Annual training for all staff to improve their
skills in identifying and addressing mental health needs of students
6. Policies and practices to strengthen student connectedness
7. Policies and practices to strengthen parent and family involvement
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Tier 1 Recommendations - Cont’d8. A program to address school climate, based
upon evidence and promising practices
9. School safety plans that incorporate both crisis prevention and response
10. Specific activities and programs that support families and students as they negotiate transitions such as grade and school changes
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Student Support Services
Social and Emotional Learning
Mental Health Services Act
Student Mental Health Initiative Safe Schools, Healthy Students
Peer-to-Peer Support
School climate
School connectedness
Coordinated school health program
Suicide Prevention
Strengths based
Risk and protective factors
Family support services
Cultural competence
MulticulturalismShared Agenda
School based
School linked
Special Education
NCLB
IDEA
Crisis management
Evidence based practice
Multi system approach
Response to InterventionPBIS
Systems of Care
School linked
Wrap around
Student Assistance Team
Where to Begin?
Mental Health Planning and Evaluation Template
• www.nasbhc.org/mhpet• Developed in partnership with the Center for
School Mental Health• Used in planning and evaluating activities and
services for new or established SMH programs• Eight dimensions, 34 indicator measure• Web-based, completed by teams, computer
generated scores
Community Coordination and Collaboration
• RATIONALE: Coordination and collaboration with community-based mental health and child-serving agencies– enhances resources– maximizes efficiencies– reduces fragmentation and duplication
Community Coordination
and Collaboration
• A collaboration is a “formal or informal agreement among participants to establish a process and structure for achieving goals that no one member can achieve independently.” (EDC)
– Linkages between school and a particular agency– Coalitions that serve youth in the community – School coalitions of community partners
Community Coordination and Collaboration: Key Strategies
• Support and leadership from the school principal is essential
• Establish a school level leadership team• Build a school-community partnership with community
agencies that serve youth• Conduct an inventory of needs and resources• Determine a leadership structure and formalize
relationship with an Memo of Understanding (MOU)• Engage group in small scale strategic planning process
School Coordinating Teams
• Composed of multiple stakeholders, convened by school health coordinator/school counselor– Conduct planning and quality improvement process– Conduct assessment of needs and resources related to school
health and mental health– Act collectively in providing guidance and leadership on school
policies (e.g. discipline) that promote school health/ mental health
– Coordinate, implement, train and evaluate ESMH activities– Link to community health services and resources– Oversee collection and analysis of student health data– Implement crisis prevention and intervention
A Word About Funding….• Diversified funding base
– Local Community – School system sources: Title 1, Safe and
Supportive Schools, other – Third party insurance
• BHHF – new planning grants (maybe)• FQHCs/SBHCs
Recommended Reading
• Realizing the Promise of the Whole-School Approach to Children’s Mental Health: A Practical Guide for Schools
National Center for Mental Health Promotion and Youth Violence Prevention:
http://promoteprevent.org/Publications/
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4/6/2011 46www.promote.prevent.org
National Resources
Center for School Mental HealthU of Marylandwww.csmh.umaryland.edu
National Assembly on School Based Health Care
www.nasbhc.org
Resources for schools, parents, students, communitiesDirectory of SMH programsTool Kits
www.schoolmentalhealthwv.org [email protected]
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RESOURCES Tool Kits • Guide for developing an ESMH program• Community and school needs assessment tools• Sample Forms/MOUs• Family Engagement• Stigma reduction • Quality/Standards• Sample educational handouts for school staff,
parents, students • CBT core skills
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WV Educators Speak:Impact of ESMH on One WV Student
Contact Info
Linda Anderson, MPHCoordinator
School Health Technical Assistance CenterRC Byrd Center for Rural Health
Marshall University304-544-3917
Linda Anderson, MPHMental [email protected]
Stephanie MontgomeryData and [email protected]
Paula Fields, MSN, RNClinical [email protected]
Bobbi Jo Muto, RDH, BSOral Health [email protected]
Richard Crespo, [email protected]
Resources, assistance, and training related to SBHCs, school-based behavioral and oral health programs.
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Thank You for your attention!
Questions?