Preventive Services Improvement Initiative

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School Mental Health System Level
Planning
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Acknowledgements

• School Mental Health Capacity Building
  Partnership
• Centers for Disease Control and Prevention,
  Division of Adolescent and School Health (DASH)
• National Steering Committee
• Joanne Cashman
• TJ Cosgrove
• Paul Flaspohler
• C. Veree Jenkins
• James Koller
• Carl E. Paternite
• Morton Sherman
• Mark Weist
• Karen Weston
• Staff Laura Hurwitz
• Consultant Sharon Stephan

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Learning Objectives

• Identify Ten Critical Factors for advancing SMH
  at the statewide or district level
• Self-assess state or districts progress along
  the ten critical factors
• Prioritize critical factors for action planning
• Identify action steps to address priority factors

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Stakeholder discussion groups

• Site visits to MO, MD, OH, OR
• Three discussion groups with adults
• Approx 30 stakeholders included
• Mental health
• Family members/advocates
• Education
• Health
• Youth development
• Follow-up
• Final Product Ten Critical Factors to Advancing
  School Mental Health

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Youth discussion groups

• Gather their ideas on
• SMH services
• how to engage them (students?) in these services
• Diverse group of students
• 4-9 participants per group
• ages 14-22
• some had MH disorders
• Final Product What Students Have to Say About
  Mental Health

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10 Critical Factors to Advancing School Mental
Health
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About Ten Critical Factors to Advancing SMH

• Developed at the state level but can apply to
  school districts as well
• Identified through qualitative analysis of
  cross-cutting themes
• Strategies developed through iterative review
  process
• Not sequential
• Not one size fits all can be implemented
  differently

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Ten Critical Factors

• Vision and shared agenda
• Infrastructure and systems of accountability
• Feasible and sustainable funding
• Connection to academic outcomes
• Family and youth partnerships

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Ten Critical Factors (cont.)

1. Cultural competence
2. Training and staff development
3. Best practices
4. Coordination of resources
5. Data collection and evaluation

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Using Ten Critical Factors

• Provides a framework to advance SMH at state or
  school district level
• Use at any point in a planning or implementation
  process
• Assess baseline or current status
• Develop consensus about priorities with multiple
  stakeholders
• Seek continuous feedback from a larger diverse
  group of stakeholders
• Monitor progress
• NASBHCs experience

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Cross-cutting themes

• Innovation
• Connections
• Interagency and intra-agency
• State to local local to state
• Federal level
• Integration of health and mental health
• Social marketing
• Emphasis on quality

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Status of School Mental Health in...

• Insert 2-3 slides presenting the status of
  school mental health efforts in their district or
  state. Planning team should develop these slides
  collaboratively. Consider including significant
  milestones, legislations, cross-agency,
  collaborations, task forces, etc..

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ACTIVITYTen Critical Factor Self-Assessment
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Activity Instructions Ten Critical Factor
Self-Assessment

• Complete self-assessment
• Complete independently
• No right and wrong
• Your personal perspective
• The degree to which your state/district as a
  whole (not one specific agency) has implemented
  these factors
• Answers are confidential
• Assessments will be collected for evaluation
  purposes

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Activity Instructions (cont.) Ten Critical
Factor Self-Assessment

• Select facilitator, recorder, and reporter
• At your table, complete self-assessment worksheet

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Activity Instructions (cont.) Ten Critical
Factor Self-Assessment

• TALLY YOUR RATINGS
• How many rated each factor a 1-2?, 3-4? 5-6?
• In which factor is there most momentum?
• In which factor would you have the highest
  opportunity of success?
• Are there any factors you can eliminate because
  there is not enough activity or its already in
  place?
• Which are the 3 top factors on which your
  state/district should begin working?

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REPORT OUT Selecting Priority Factors
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ACTIVITYAction Planning
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Activity Instructions Action planning

• Introductions
• Designate recorder and reporter
• Review strategies related to critical factor
• Complete worksheet Analyzing opportunities and
  barriers
• Identify strategies which your state/district
  could begin working on in the next 6-12 months
• Identify opportunities that exist related to
  these strategies
• Identify barriers that exist related to these
  strategies

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Activity Instructions Action planning

• Complete Action Planning worksheet
• Select one strategic goal for the next 6-12
  months
• Identify 3-5 action steps that can be taken
  toward achieving this goal.
• Consider what resources youll need, stakeholders
  from whom you will need buy-in, how you will
  involve family/youth
• Be realistic, specific, and concrete.
• Write down strategic goal and action steps on
  flip chart paper (neatly and in large writing so
  everyone can see)

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REPORT OUT Selecting Action Steps
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Prioritizing action steps

• Go around the room and put red dots on three
  action steps that you think should be a priority
• Dots can be on any/all factors

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Next steps for our state/district

• Note Planning team should pre-determine some
  next steps before outset of planning process and
  present this slide. Steps can also be added that
  came up throughout the day. Examples might
  include
• Write up summary of all of groups worksheets
  and distribute to participants by (insert date)
• Planning team will integrate priority action
  steps into a work plan and request feedback from
  participants by (insert date)
• Participants will be invited to be part of
  workgroup that implements action plan
• Other...

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SBHC resources www.nasbhc.org
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General SMH Resources

• Center for School Mental Health
  http//csmh.umaryland.edu
• School Mental Health Connection
  www.schoolmentalhealth.org
• Center for Health Health Care in Schools
  www.healthinschools.org
• UCLA Center for Mental Health in Schools
  www.smhp.psych.ucla.edu

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Questions?