WVDE School Counselor Workshops October 2, 9, and 14 2008 1.
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Transcript of WVDE School Counselor Workshops October 2, 9, and 14 2008 1.
WVDE School Counselor WorkshopsOctober 2, 9, and 14
2008 1
2
Increase awareness of current state level efforts to define and implement a model for expanded school mental health services in WV.
Increase knowledge of the PATH process.
Increase understanding of the concept and components of an expanded school mental health (ESMH) model from a national perspective.
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Studies estimate that 20% - 38% of youth need active mental health intervention.
Between 9-13% of youth ages 9-17 meet the federal definition of serious emotional disturbance (SED). (Goodman, 1997; Marsh, 2004)
9% (2.2 million) of adolescents 12 – 17 years experienced at least one major depressive episode in the past year.(SAMHSA,2006)
Half of all mental illness begins by age 14, three-fourths by age 24.
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As few as one sixth to one third of youth with diagnosable disorders receive any treatment. (Burns, et al 1995; Leaf et al, 1996)
Of those who do receive treatment, less than half receive adequate treatment.
And even fewer of the youth “at risk” receive any help whatsoever. (Weisz, 2004)
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Children with chronic physical problems are much more likely to have emotional and behavioral health needs.
The WV BBHF estimates the prevalence of serious emotional disturbance (SED) among youth at 13% and in any given year:
-only 28% of youth with serious emotional problems are receiving any care at all.
-This does not include youth with short term, acute problems or those at risk
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1994 – School-based health center Initiative – WV Bureau for Public Health
1999 - System of Care – SAMHSA grant – WV Bureau Behavioral Health
2000 – School-based mental health funding through block grant
2006 - West Virginia Behavioral Health Commission
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2007WV Bureau for Behavioral Health and WV Dept. Of Education meet
MOU signed by commissionersPlanning process beginsSteering team organizedStrategic planning process begins
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SOC – SAMHSA Grant SBMH WVCBHC MOU
SBMH PATH (strategic planning process)
ESMH Steering Team
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Schools often acknowledge 1 but historically Schools often acknowledge 1 but historically have failed to acknowledge 2have failed to acknowledge 2
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Typically limited to assessment and consultation
Minimal treatment only for those youth in special education or those with 504 accommodations
Some students may receive brief counseling Referrals to community settings usually do
not occur or fail (Catron, Harris,&Weiss, 1998)
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Is the model by President’s New Freedom Commission on Mental Health
Emphasizing shared responsibility of schools and community
Is a partnership between schools and community health/mental health organizations.
(Weist, 1997; Weist, Paternite, & Adelsheim, 2005)
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Build on existing school programs/services
Programs/services are for all students
Include full array of programs/services from prevention through intensive intervention
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Reduces stigma for help-seeking(Nabors & Reynolds, 2000);
Promotes generalization/maintenance of intervention gains
Enhances capacity for prevention/MH promotion
Fosters clinical efficiency and productivity(Flaherty & Weist , 1999)
Promotes a natural, ecologically grounded approach to helping youth and families
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Several studies document evidence of strong positive associations between school mental health services, access to care, and academic success.
Strong satisfaction by diverse stakeholder groups (Nabors, Reynolds & Weist, 2000)
Improvement in school outcomes (e.g., climate, special education referrals, reduced bullying, fewer suspensions) (Nabors, Reynolds & Weist, 2000)
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Increased student attendance and reduced drop out rates (Drake, 1995; Schargel & Smink, 2001; )
Enhanced motivation and sense of competence (Christenson, Rounds & Gorney, 1992; Grolnick & Slowiaczek, 1994)
Increased access (Dial, et al, 2002; Weist, Myers, Hastings, Ghuman, and Han, 1999)
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Increases student connectedness to school which is associated with improvement in many areas including academic performance, decreased incidence of fighting, bullying, vandalism, absenteeism, substance use, early sexual engagement, disruptive behaviors, and graduation rates and school attendance
(Blum & Libbey, 2004; CD(Blum & Libbey, 2004; CDC’s Wingspread study, Declaration on School Connections, 2004)
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SATESMESM
HH
PBIS
IDEAIDEA
NCLBNCLB
SafeSafe
SchoSchoolsols
HealthHealth
EvidenceEvidence
BasedBased
RTI
SystemSystemssof of
CareCare
Social & Social & EmotionaEmotiona
l l LearningLearning
SchoolSchool
ClimateClimate
Family Family supportsupport
AssetsAssets
BuildingBuilding
Multi
System
SharedShared
AgendaAgenda
School School BasedBased
StudentStudentSupports Supports
MentalMentalHealthHealth
ServicesServices
Faculty
Psy..
Psy..
Services
Services
to achieve a comprehensive
system of le
arning supports
and expanded mental health
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Parent Network RepWVDE – EBD, Healthy Schools,
CounselorsWVBBH – Children’s Division,
Substance AbuseAfrican -American churchesDirector, Community Mental Health
AgencySchool SuperintendentMarshall TAWill add others 19
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collaborative committed state stakeholders
timing couldn’t be better (PCG & Behavior Health Com. rec.)
resources dedicated to awareness
PBS Network relationships & connections
WV System of Care
Children’s Outreach Liaison within comprehensives
background readiness training
Developing a Service Array Process in DHHR
nearly 50 SBHC with 2/3 have mental health
DHHR (top-down) vs. DOE (local control)
We haven’t selected a model or structure
Unclear about state level role vs. local control (Educ.)
lack of consistent programming
children are not historically a focus of comprehensives
BCF federal review in 2004-05 cited deficiencies
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beginning a new school
year for pilot project
developing a statewide System of Care
children’s outreach liaisons
new school in Marion
Co. w/ Valley
time is right to
take action
service array
process
Cultural attitudes about mental health
Unclear focus for state agencies
Not taking action
Willingness of school counselors and mental health counselors to partner (territorial issues)
Changes in education and DHHR institutional cultures
Competing priorities of schools
Steering Committee formed and functioning Steering Committee
drives the 5 year plan for ESMH
Model designed Outcomes established
“start with the end in mind”
Strategies for 5 year plan implementation
Gap analysis completed
Illinois PBIS Network Center for School Based Mental
Health Programs – Miami University, Ohio
Center for School Mental Health - U of Maryland - Baltimore
University of Southern Florida Research and Training Center for Children’s Mental Health
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To learn more about what currently exists in WV’s schools
What agencies are in the schools and where
What EBPs are being implementedWhat are the greatest needs re MHWhat are their top 5 MH/BH problems
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Survey designed by ESMH Committee; used similar surveys from other states (Mass., MD)
On line: surveymonkey.com Letter from State Superintendent to
all schoolsData compiled and analyzed by
Marshall University TA
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364 schools out of 701 in the state
Schools in 51 counties responded
Representative in terms of regions, demographics, and school level
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Table 1. Response Rate by RESA and for State
RESA
# Schools Reporting
Total #Schools
% Schools Reporting
1 45 85 53%2 64 101 63%3 51 111 46%4 29 70 41%5 36 65 55%6 29 55 53%7 68 131 52%8 42 83 51%
TOTAL 364 701 52%
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External Agencies in SchoolsN=307
% of School
sCommunity Health Center or School Health Center 20%
Behavioral Health Center 29
Regional Drug Prevention Specialist 5
Local Hospital/Health Dept 15
Private therapist/counselor/social worker 25
No outside agencies 39
Other 19
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Prevention programs provided at the school
Pre K – Elementary
N=193
Mid– Jr. HighN=84
HighSchoolN=68
State TotalUnduplicate
dN=320
Developmental Guidance Lessons 88% 81% 59 % 254 79%
Anti Bullying Programs 77 68 45 219 68%
School-Wide Positive Behavior Supports 51 69 48 170 53%
Other Programs 27 26 35 95 30%
Comprehensive Health Screenings 32 25 15 85 27%
Respect and Protect 15 25 18 56 18%
PRIDE Youth Programs 8 14 24 41 13%
Too Good for Drugs 12 7 0 27 8%
Suicide Prevention 1 9.5 6 15 5%
Teen Institute 3 8 4 15 5%
BABES 5 0 0 9 3%
Mental Health Screening 1 2 6 7 2%
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Intervention services available
(programs targeted to specific groups or individual students who are considered to be at risk)
Pre K – Elem.
N=189
%
Mid– Jr. High
N=82%
HighSchool
N=68%
State TotalUnduplicated
N=316 %
Individual Counseling/Therapy 85 85 91 85
Referrals to Community Resources 75 78 81 77
Small Group Activities 55 52 39 52
Student (Individual) Focused PBS 24 33 25 25
Staff/faculty Development 16 22 21 18
Mental Health Screening 13 20 30 18
Family Mental Health Outreach 18 10 15 17
Crisis Response 12 16 46 16
Family Counseling/Therapy 14 15 21 16
Clinical Intakes/Evaluations 11 24 18 15
Psychiatric Consultation 4 11 12 10
Other 0 4 8
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Is a frameworkBuilds on the core servicesRecognizes emotional /academic learning
link Is a shared responsibilityProvides the full continuum of careComplements, supports and is linked with
school counselors, PBS, SOC, SBHCs and SAT
Incorporates a public health approach35
Population based – organized, interdisciplinary, scientific data drives decisions
Promotion of mental health and prevention of challenges or illness. Interventions to improve and enhance the quality of life.
Engages the whole community to assure the optimal physical and mental health of children and families.
Promotes social and emotional well-being and the optimal mental health for all
Creates supportive and nurturing environments
Develops skills and knowledge
Promotes mental health and prevents and intervenes early in the pathways to mental illness
Comprehensive, evidence based, integrated,
Seeks to eliminate disparities
Cross systems and multi-disciplinary ““Caring for Every
Caring for Every
Child’s Mental Health”,
Child’s Mental Health”,
All children, youth and their families All children, youth and their families
live, learn, work and participate fully in live, learn, work and participate fully in
communities where they experience joy, communities where they experience joy,
health, love and hope.health, love and hope.
Assuring the Assuring the Conditions Conditions
for Populationfor PopulationHealth-Including Health-Including
Mental HealthMental Health
Employersand Business
Academia
GovernmentalPublic Health Infrastructure
The Media
Health & Mental Health
care system
Community
Families, Primary
CaregiversIndividuals
The Mission of Public Health is to “fulfill society’s interest in assuring conditions in which people can be healthy.” (IOM) 1988
The Public Health SystemThe Public Health System for Mental Health is Complex
MCOs
Recreation
Parks
Economic Development
Mass Transit
Employers
Social Supports
Mental Health
Drug Treatment
Civic GroupsEarly
ChildhoodPromotion
and Prevention
Hospitals
EMS Community Centers
Doctors/Psyciatrists
Health Department
Faith-Communities
Philanthropist
Elected Officials
Tribal Health
Schools
Families
Fire-Police
Juvenile Justice
Environmental Health
Adapted From George R. Flores, MD, MPHCommittee on Assuring the Health of the Public in the 21st Century
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41Created by Ohio Dept of Ed
MH crucial to school successMH shared responsibilityESMH focuses on reducing barriers to
learningAll students accessAll stakeholders are involved in
development/oversight/ evaluation
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Uses evidence-based & strengths-based practices
Develops school connectednessIs sensitive to developmental,
cultural, and personal differencesFosters interdisciplinary
collaboration and coordination
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A functioning ESMH model that fits WV.
Every county with at least one ESMH program.
Trained personnel in each county to support ESMH at all levels.
A statewide reporting/performance system.
A TA center established to support and sustain ESMH.
Legislative appropriation. 44
Center For School Mental Health Action and Analyses, University of Maryland: http://csmha.umaryland.edu
Center for School Mental Health Programs, Miami University, Ohio http://www.units.muohio.edu/csbmhp/
National Assembly on School Based Health Care (NASBHC) http://nasbhc.org/
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Questions?For additional information contact:
Jackie Payne: [email protected]
Linda Anderson:[email protected]