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Duppong Hurley K, Farley J, Huscroft D’Angelo J. Assessing Treatment Integrity of Parent-to-Parent Phone Support for Families of Students with Emotional and Behavioral Disturbance. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09448-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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Gopalan G, Kerns SEU, Horen MJ, Lowe J. Partnering for Success: Factors Impacting Implementation of a Cross-Systems Collaborative model Between Behavioral Health and Child Welfare. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2021; 48:839-856. [PMID: 33861385 DOI: 10.1007/s10488-021-01135-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/07/2021] [Indexed: 10/21/2022]
Abstract
Cross-system implementation efforts can support needed mental health (MH) service utilization among children involved in the child welfare (CW) system. The Partnering for Success (PfS) initiative is one such effort that promotes greater collaboration between the CW and MH providers by building capacity within and across each system. Frontline CW providers learn to accurately identify child MH treatment targets, link families to locally-provided evidence-based treatments (EBTs), and monitor treatment progress. Concurrently, local MH providers are trained along with CW workers to utilize Cognitive Behavioral Therapy plus Trauma-Focused CBT (CBT +), a common elements training and consultation approach focusing on typical MH issues for CW-involved children: Anxiety, Depression, Behavioral Problems, and Traumatic Stress. Finally, agency leadership receive support around promoting implementation and sustainment. This paper examines factors identified by participating CW and MH staff which impacted PfS implementation. Twenty-nine frontline, supervisory, and executive CW and MH providers were interviewed via audio-recorded web-based calls in six focus groups and 10 individual interviews. Factors facilitating implementation success included training/consultation, support from supervisors and agency leadership, improved referral processes, high quality relationships and communication between CW and MH frontline staff, PfS tools and resources, opportunities to use PfS, as well as buy-in from providers and families. Implementation barriers included poor communication between CW and MH providers, conflicts over role expectations, workload and turnover challenges, lack of buy-in, as well as provider (e.g., not aligned with CBT +) and client characteristics (e.g., frequent crises).
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Affiliation(s)
- Geetha Gopalan
- Silberman School of Social Work, Hunter College, City University of NewYork, 2180 3rd Avenue, New York, NY, 10035, USA.
| | | | | | - Jennie Lowe
- Mid-Atlantic Behavioral Health, Wilmington, DE, USA
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Godoy L, Hodgkinson S, Robertson HA, Sham E, Druskin L, Wambach CG, Beers LS, Long M. Increasing Mental Health Engagement From Primary Care: The Potential Role of Family Navigation. Pediatrics 2019; 143:peds.2018-2418. [PMID: 30877145 DOI: 10.1542/peds.2018-2418] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/07/2018] [Indexed: 11/24/2022] Open
Abstract
Early engagement in mental health intervention is critical, yet the vast majority of children who are experiencing mental health concerns are not receiving needed services. Pediatric primary care clinics have been recognized as an ideal setting in which to identify and address mental health problems early, although engagement in mental health services within primary care and in community-based settings remains low. Navigators, or individuals with experience in navigating the mental health system, have been highlighted as promising partners in efforts to improve engagement in mental health services. Navigation has a growing body of research support among adults and in targeting medical concerns, but there has been limited research on integrating family navigators into pediatric primary care settings to address mental health concerns. Despite this gap in the evidence base, we believe there is significant promise for the use of this model in addressing children's mental health needs. In this report, we discuss factors contributing to high levels of unmet mental health needs and low levels of engagement in mental health services, the role that navigators can play in increasing engagement in mental health care, and implications and recommendations related to integrating mental health-focused family navigators into pediatric primary care settings.
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Affiliation(s)
- Leandra Godoy
- Division of General and Community Pediatrics, Children's National Health System, Washington, District of Columbia; .,Department of Pediatrics, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
| | - Stacy Hodgkinson
- Division of General and Community Pediatrics, Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
| | | | - Elyssa Sham
- Department of Pediatrics, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
| | - Lindsay Druskin
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
| | | | - Lee Savio Beers
- Division of General and Community Pediatrics, Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
| | - Melissa Long
- Division of General and Community Pediatrics, Children's National Health System, Washington, District of Columbia.,Department of Pediatrics, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia
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Mahoney E, Oh G, Morano C, Mahoney K, DeVellis A. The Tasks and Characteristics of Supportive Support Brokers. JOURNAL OF GERONTOLOGICAL SOCIAL WORK 2019; 62:216-235. [PMID: 30614409 DOI: 10.1080/01634372.2018.1561585] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2018] [Revised: 12/17/2018] [Accepted: 12/18/2018] [Indexed: 06/09/2023]
Abstract
In the United States, under the Cash and Counseling or budget authority model of self-directed personal assistance where the participant manages his or her own services and supports, the Support Broker role was established to assist and coach the participant. The support broker role grew out of a person-centered planning process where focus groups and surveys helped ascertain what potential participants wanted to help them establish a self-directed alternative. But, despite this role being described in policy guidance from the Center for Medicare and Medicaid, little research has been conducted examining the functions, activities and usefulness of this position. This study draws on 76 ethnographic case studies with early Cash and Counseling participants, examines what participants and their caregivers actually saw the support broker doing, and looks at what the participants found helpful and less than helpful. Participants and family caregivers saw support broker duties as falling into four areas: Coaching, Problem Solving, Advocacy and Monitoring. Equally important was how the support broker performed these duties. Key aspects of quality included: Familiarity, Supportive Relationship, Proactive Engagement, Responsiveness, Knowledge and Cultural Friendliness. These findings can provide the basis for establishing quality indicators for self-direction.
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Affiliation(s)
- Ellen Mahoney
- a William F. Connell School of Nursing , Boston College , USA
| | - Grace Oh
- a William F. Connell School of Nursing , Boston College , USA
| | - Carmen Morano
- b School of Social Welfare , University at Albany , Albany , NY , USA
| | - Kevin Mahoney
- c University at Albany, School of Social Welfare , Boston College , Boston , USA
| | - Andrew DeVellis
- d School of Social Work , Wayside Youth and Family Support Network , Boston , MA , USA
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Olin SCS, Hemmelgarn AL, Madenwald K, Hoagwood KE. An ARC-Informed Family Centered Care Intervention for Children's Community Based Mental Health Programs. JOURNAL OF CHILD AND FAMILY STUDIES 2016; 25:275-289. [PMID: 28781510 PMCID: PMC5542620 DOI: 10.1007/s10826-015-0220-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The experience of parents in helping their children access and use mental health services is linked to service outcomes. Parent peer support service, based on the principles of family-centered care, is one model to improve parent experience and engagement in services. Yet, little is known about how best to integrate this service into the existing array of mental health services. Integration is challenged by philosophical differences between family-centered services and traditional children's treatment services, and is influenced by the organizational social contexts in which these services are embedded. We describe an organizational and frontline team intervention that draws on research in behavior change, technology transfer, and organizational social context for youth with serious emotional disturbance. The two-pronged intervention, called FAMILY (FCC and ARC Model to Improve the Lives of Youth) is guided by the evidence-based Availability, Responsiveness, and Continuity (ARC) organizational intervention, targeted primarily at program and upper management leadership and includes a family-centered care (FCC) intervention, targeted at frontline providers. The approach employs multilevel implementation strategies to promote the uptake, implementation and sustainability of new practices. We include examples of exercises and tools, and highlight implementation challenges and lessons learned in facilitating program and staff level changes in family-centered service delivery.
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Affiliation(s)
- Su-Chin Serene Olin
- Department of Child and Adolescent Psychiatry, Center for Mental Health Implementation and Dissemination Science in States (IDEAS), New York University, One Park Avenue, 7th Floor, New York, NY 10016, USA
| | - Anthony L Hemmelgarn
- Children's Mental Health Services Research Center, University of Tennessee, 128 Henson Hall, Knoxville, TN 37996-3332, USA
| | - Kappy Madenwald
- Madenwald Consulting, LLC, Behavioral Healthcare Training and Consultation, Columbus, OH, USA
| | - Kimberly E Hoagwood
- Department of Child and Adolescent Psychiatry, Center for Mental Health Implementation and Dissemination Science in States (IDEAS), New York University, One Park Avenue, 7th Floor, New York, NY 10016, USA
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Serene Olin S, Kutash K, Pollock M, Burns BJ, Kuppinger A, Craig N, Purdy F, Armusewicz K, Wisdom J, Hoagwood KE. Developing quality indicators for family support services in community team-based mental health care. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2014; 41:7-20. [PMID: 23709287 PMCID: PMC3858539 DOI: 10.1007/s10488-013-0501-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Quality indicators for programs integrating parent-delivered family support services for children's mental health have not been systematically developed. Increasing emphasis on accountability under the Affordable Care Act highlights the importance of quality-benchmarking efforts. Using a modified Delphi approach, quality indicators were developed for both program level and family support specialist level practices. These indicators were pilot tested with 21 community-based mental health programs. Psychometric properties of these indicators are reported; variations in program and family support specialist performance suggest the utility of these indicators as tools to guide policies and practices in organizations that integrate parent-delivered family support service components.
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Affiliation(s)
- S Serene Olin
- Department of Child and Adolescent Psychiatry, New York University Child Study Center, New York University School of Medicine, One Park Avenue, 7th Floor, New York, NY, 10016, USA,
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