Title: Key Themes in the National School Behavioral Health Movement cont'
1 Key Themes in the National School Behavioral
Health Movement (cont.)
- Mark D. Weist, Ph.D.
- University of Maryland
- Center for School Mental Health
- Salt Lake City 12.10.08
2Outline
- Why School Mental Health?
- Critical Themes
- Roles
- Evidence-Based Practice
- Local examples
- State Examples
- National Community of Practice
- Resources
3Center for School Mental Health University of
Maryland School of Medicinehttp//csmh.umaryland.
eduSupported by the Maternal and Child Health
Bureau of HRSA and numerous Maryland agencies
4(No Transcript)
5What is Not Working in School Mental Health (SMH)
- Turf and siloed approaches
- Single system approaches
- Same old roles
- Clinics in schools
- Co-located models
- Traditional eclectic therapies
- Schools handing off children to other systems
6Referrals from Schools to Other Settings
- 96 referred to school-based program received
services - 13 referred to other community agency did
- Catron, T., Harris, V., Weiss, B. (1998)
7Treatment as Usual Show Rates (McKay et al.,
2005) from Kimberly Hoagwood
8The Child and Adolescent Mental Health System is
a Non-System
- Around 1 in 5 youth will present an
emotional/behavioral disorder (5 students in a
classroom of 25) - Around 1 in 10 present significant impairment,
and 1 in 20 present extreme functional
impairment - Between 1/6th and 1/3rd receive any services
- Modal number of specialty mental health visits is
2 - Major lack of systematic quality assessment and
improvement in traditional settings
9 Psychotherapy Effects (Weisz et al., 1995),
from Kimberly Hoagwood
Children Adolescents
Adults
University
Mean Effect Sizes
Clinic settings
Weisz et al., 1995
10Silos
- The various systems do not talk to each other,
resulting in many children falling through the
cracks and not receiving care, receiving
duplication of services, or families needing to
negotiate a confusing, fragmented array of
services (Family Advocate, Louisiana)
11Shame and Strain on Families
- Youth and families experience blame have
widespread distrust of professionals have
concerns about losing custody are often unable
to pay for carehave to glue services together - Kimberly Hoagwood (Congressional Briefing,
October, 2007)
12April 16, 2007
- Rather than falling through the cracks, Cho
crawled into the cracks and hid there - -Chris Flynn- director of VA Techs counseling
center - Shuchman, M. (2007)
13Why Mental Health in Schools?
- Integrated approaches to reduce academic and
non-academic barriers to learning are the most
effective in achieving the outcomes families,
schools and communities care about
14School Mental Health Advantages
- ACCESS
- Promotion and Prevention
- Efficiency and Cost Effectiveness
- Ecological Approach
- Reduced Stigma
15Impact on Academic Outcomes
- An average student enrolled in a social and
emotional learning program ranks at least 10
percentile points higher on achievement tests,
has better attendance and classroom behavior,
likes school more, has better grades, and is less
likely to be disciplined - Weissberg and Shriver, August, 2005 New York
Times article based on research by Weissberg and
Durlak (see www.casel.org)
16Presidents New Freedom Initiative
- First presidential commission on mental health
since 1978 - Widely disseminated document Achieving the
Promise Transforming Mental Health Care in
America (see www.mentalhealthcommission.gov) - 6 goals, 19 recommendations (4.2 Improve and
expand school mental health) - Impact expected to last for decades
17School Mental Health Promotion
Intensive Intervention
1-5
Targeted Individual, Group, Family Intervention
5-40
Selective Prevention
Universal Prevention Relationship
Development Systems for Positive Behavior Diverse
Stakeholder Involvement Climate Enhancement
All Students
18A Vision for School Mental Health
- Strong stakeholder involvement and a shared
family-school-community system agenda - Full continuum of effective supports and services
for all students in general and special education - The right staff with the right training,
supervision, coaching and support
19Vision (cont.)
- Emphasis on quality assessment and improvement
and evidence-based practice - Strong focus on achieving valued outcomes
- Outcome findings feed back into program
improvement and into policy and advocacy agendas
20But in most communities
- The vision is not a reality as staff and programs
are not adequately supported and often contending
with tremendous need, and - In an environment of low support and high needs,
positive outcomes will most likely not be
achieved and efforts will stall
21Many Challenges to Overcome
- Marginalization and stigma
- Limited staff and resources
- Disciplinary silos and turf
- Bureaucracy
- A fluid environment with frequent changes in
leadership - Compelling need at all levels
- INERTIA
22The Foundation of All this Work is our
Relationships with Schools, Students and Families
23The Optimal School Mental Health Continuum?
- 10-20 Broad Environmental Improvement and Mental
Health Promotion (CHANGE AGENT ROLE) - 50-60 Prevention and Early Intervention
(PREVENTION SPECIALIST ROLE) - 20-30 Intensive Assessment and Treatment
(THERAPIST ROLE)
24Roles
25WHO 2003 Psychosocial Environment (PSE) Profile
- Friendly, rewarding and supportive atmosphere
- Supports cooperation and active learning
- Forbids physical punishment and violence
- Does not tolerate bullying/harassment
- Values the development of creative activities
- Connects school and home life
- Promotes equal opportunities for participation
26Prevention Specialist Activities
- Triage mental health (1-3 sessions without
diagnosis) - Work collaboratively with educators to improve
classroom behavior - Build a theme of mental health skills as
promoters of student learning - Implement skill training groups
27Mental Health Concepts that Promote Learning
- Self-instruction (e.g., developing an internal
dialogue) - Problem solving (e.g., considering costs and
benefits of actions) - Self-control andreinforcement (e.g., work before
play) - Template matching (e.g., modeling actions of B
students)
28Variables that Affect Compliance
- Make direct requests
- Make specific requests from shorter distances in
soft but firm voice - Make eye contact
- Limit to two requests
- Give child 3-5 seconds to comply (without
speaking) - Make more start vs. stop requests
- Control negative emotions
- Reinforce compliance
29Levels of Crisis Development
- Anxiety muttering, excessive movement, pacing,
vacant, or withdrawn - Staff Response Supportive
- Empathic
- Active listening
- Avoid being judgmental
- Most potentially explosive situations diffused at
this level
30Effective Teachers
- Flexible
- Individualize learning strategies
- Convey warmth
- Provide clear guidelines for acceptable classroom
behavior and fair consequences for infractions - Pianta, 1999
31Less Effective Teachers
- More rigid in response to classroom behavior
problems - Interactions with disruptive children repetitive,
inflexible and more negative as the school year
progresses - Nelson Roberts, 2000
32Making Evidence-Based Practice in Schools
Achievable
- Overarching Emphasis on Quality
- Effectively Working with Families and Students
- Enhanced Modular Intervention
- On-Site Coaching and Support
33Quality Assessment and Improvement (QAI)
Principles
- Emphasize access
- Tailor to local needs and strengths
- Emphasize quality and empirical support
- 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
34Working Effectively with Students and Families
- Early on focus on engagement, e.g., through
candid discussions about past experiences - Emphasize empowerment and the potential for
improvement - Provide pragmatic support
- Emphasize mutual collaboration
35Modular Intervention
- Chorpita, B.F., Daleiden, E.L. (2007). 2007
Biennial Report Effective Psychosocial
Intervention for Youth with Behavioral and
Emotional Needs. Child and Mental Health
Division, Hawaii Department of Health - (Reviews most important treatment foci for
Anxiety, Attention Problems, Autism, Depression,
Disruptive Behavior Disorders, Substance Use, and
Traumatic Stress) - http//hawaii.gov/health/mental-health/camhd/libra
ry/pdf/ebs/ebs012.pdf
36Anxiety Practice Components
37Exposure
- Direct or imagined experience with a target
stimulus, whether performed gradually or suddenly
38Specific Interventions to Help Students
Presenting Disruptive Behaviors
- Parent praise
- Commands/limit setting
- Tangible rewards
- Response cost
- Parent monitoring
- Time out
- Psycho-education with parent
- Problem solving
39Giving Effective Praise
- Be honest, not overly flattering
- Be specific
- No back-handed compliments (i.e., I like the
way you are playing quietly, why cant you do
this while Im on the phone?) - Give praise immediately
40Moving Beyond Supervision toward
- Interactive and lively teaching
- Off and on-site coaching, performance assessment
and feedback, emotional and administrative
support - Peer to peer support
- User friendliness
- see Dean Fixsen, Karen Blasé, National
Implementation Research Network (NIRN)
41 Another Triangle
42Talbot County Public Schools (Maryland)School-Bas
ed Mental Health Program
Rob Schmidt LCPC, NCC Talbot County Public
Schools Kathryn Seifert Ph.D, DABPS, DAC CEO -
Eastern Shore Psychological Services
43Outcomes 04-05 Attendance
44Outcomes 04-05 Suspensions
45Expanded School Mental Health (ESMH) in Baltimore
- 29 year experience
- 1989--------4 schools
- 2007-------98 schools
- 14 provider agencies
- Recent inclusive strategic planning
- Strong cross agency collaboration and involvement
of city leaders - New Request for Proposals (RFP) process
46A Real Example of Braided Funding
- Baltimore School System, 1.4 million (47)
- Mental Health System, 768,000 (25)
- Substance Abuse System, 383,000 (12)
- Health Department, 200,950 (7)
- Family League, 180,000 (6)
- Department of Labor, 105,000 (3)
47Themes Helping ESMH in Baltimore to Move to the
Next Level
- A Strategic Plan
- One network, with a common RFP process, training,
quality improvement and evaluation expectations - A prominent, interdisciplinary and diverse
Advisory Board - Strong cross-agency collaboration and involvement
of city leaders - Support from national centers in Baltimore, and
from federal, national and state organizations
and colleagues
48Prince Georges School Mental Health Initiative
(PGSMHI)
- Funding from the State Department of Education
- Intensive, evidence-based mental health
intervention for students in special education in
two schools - Training and support to 11 schools with
specialized programs for youth presenting
emotional problems - Broader training and support county wide (e.g.,
for all school psychologists)
49Family Needs Addressed
- Food, health insurance, medical needs, clothing,
transportation, utilities, substance abuse
services, mental health services, tutoring,
mentoring, recreational programs
50Data on Non-Public Placements
- Between September, 2006 and March, 2008, 43
students were seen for more intensive services in
the two schools - All met multiple criteria for placement in
non-public programs - 3/43 students were placed in a non-public program
51Data (cont.)
- Preliminary economic analyses indicate
- For 1.6 years of services (as of 3/14/08), 25
placement years were diverted - For a savings of between 800,000 and 1,000,000
for Prince Georges County alone
52Based on this Pilot Project
- Maryland has committed to ongoing funding of the
initiative - PG county has given an additional 500,000 per
year to grow critical mass (based on cost savings
from a 57 million per year annual budget) - Maryland is rolling out a statewide initiative
- There is increasing national interest
- A large federal grant is being pursued
53Teacher Retention
- A big issue in the U.S.
- 10 leave before the end of the 1st year
- 30 by the end of the 3rd year
- 50 by the end of the 5th year
- Exit interviews suggest a major reason for
leaving is the lack of classroom-based support - Bob Burke
54Agendas
- The Prescriptive Agenda (e.g., implementing
evidence-based services in schools, documenting
outcomes, building advocacy, growing into more
schools) is dependent on - The Collaborative Agenda (i.e., building
relationships, promoting dialogue and developing
true collaboration and partnerships)
55A National Community of Practice
- CSMH and IDEA Partnership (www.ideapartnership.org
) providing support - 30 professional organizations and 12 states
- 10 practice groups
- Providing mutual support, opportunities for
dialogue and collaboration - Advancing multiscale learning systems
- Sign up at www.sharedwork.org
56Twelve States
- Hawaii
- Illinois
- New Hampshire
- North Carolina
- Maryland
- Missouri
- New Mexico
- Ohio
- Pennsylvania
- South Carolina
- South Dakota
- Vermont
57Ohio Mental Health Network for School Success
(http//www.omhnss.org)
- Since 2001
- Ohio Department of Mental Health
- Ohio Department of Education
- Center for School-Based Mental
- Health Programs at Miami University
- (http//www.units.muohio.edu/csbmhp)
Mission To help Ohios school districts,
community-based agencies, and families work
together to achieve improved educational and
developmental outcomes for all children
especially those at emotional or behavioral risk
and those with mental health problems
58Effective Practice Partners (EPPs)
- Miami University
- Ohio University
- Bowling Green State University
- Case Western Reserve University
- Ohio State University
- Kent State University
Disciplines Clinical Psychology Community
Psychology Criminal Justice Public Health
Social Work Teacher Education
592007-2008Projects
- Communications Team
- Ongoing Regional and Statewide Networking
- Website, On-line Resources, and
- Newsletter (Network News)
602007-2008Projects
- Quality and Evidence Based Practice Team
- Effective Practice Registry
612007-2008Projects
- Systems Analysis and Change Team
- On-line School Mental Health Strategies
- Survey for School Principals
622007-2008Projects
- Policy Development and Advocacy Team
- Works closely with the Communications Team, Wide
Variety of Awareness Raising Initiatives - (e.g., information briefs)
632007-2008Projects
- Educator Training with Safety and
- Violence Curriculum Team
- Initial Statewide Roll Out of Training to Address
- H.B. 276 Mandate
64Maryland School Mental Health Alliance
MSMHA
65Twelve Practice Groups
- Learning the Language/Promoting Effective Ways
for Interdisciplinary Collaboration - Social, Emotional, and Mental Health in Schools
- Education An Essential Component of Systems of
Care - Connecting School Mental Health and Positive
Behavior Supports - Connecting School Mental Health with Juvenile
Justice and Dropout Prevention
66Twelve Practice Groups (cont.)
- Improving School Mental Health for Youth with
Disabilities - Family-School-Community Partnerships
- Youth Involvement and Leadership
- Child Welfare and School Mental Health
- Quality and Evidence-Based Practice
- (School Mental Health for Military Families)
- (Psychiatry and Schools)
67Multiscale Learning Examples
- Baltimore helps NYC with RFP process for ESMH
- Maryland Department of Education helps Ohio
Department of MH in SMH response to the pandemic
flu - Ohio, Maryland, and Missouri collaborate on a
competitive grant application for Integrating MH
and Schools
68Meta-cognitive Analyses
- Thinking about thinking
- Helicoptering
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70CSMH Training Events - 2009
- 14th Annual Conference on Advancing School Mental
Health. Minneapolis, October 19-21 - School Health Interdisciplinary Program (SHIP).
Ellicott City, Maryland, August 3-6 - See http//csmh.umaryland.edu or call
410-706-0980 (or 888-706-0980 toll free)
71www.schoolmentalhealth.org
- Website developed and maintained by the CSMH with
funding from the Baltimore City Health Department
and State Departments of Education and Mental
Health - User-friendly school mental health information
and resources for caregivers, teachers,
clinicians, and youth
72Other Helpful School Mental Health Websites
- UCLA Center for Mental Health in Schools
http//smhp.psych.ucla.edu - Center for the Advancement of Mental Health
Practices in Schools - http//schoolmentalhealth.missouri.edu/about.htm
- Center for School-Based Mental Health Programs
- http//www.units.muohio.edu/csbmhp/
-
73INTERCAMHSInternational Alliance for Child
andAdolescent Mental Health and Schools300
Members, 35 Nations
www.intercamhs.org
74Two Books
- Handbook of School Mental Health (2003, paperback
2007) - www.springer.com
- Advances in School-Based Mental Health
Interventions (2007) - www.civicresearchinstitute.com/sbmh.htm
75Two New Journals
- Advances in School Mental Health Promotion
- The Clifford Beers Foundation and the University
of Maryland - www.schoolmentalhealth.co.uk
- School Mental Health
- www.springer.com
76Purposeful Planning Toward a Tipping Point
- We need to prepare ourselves for the possibility
that sometimes big changes follow from small
events, and sometimes these changes can happen
very quickly - Malcolm Gladwell
77Contact Information
- Center for School Mental Health,
Department of Psychiatry
University of Maryland
737 W. Lombard Street, 4th Floor
Baltimore, MD 21201
PH 410-706-0980
FX 410-706-0984
mweist_at_psych.umaryland.edu http//csmh.umaryland.
edu