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Connors EH, Lyon AR, Garcia K, Sichel CE, Hoover S, Weist MD, Tebes JK. Implementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA. Implement Sci Commun 2022; 3:67. [PMID: 35729657 PMCID: PMC9210728 DOI: 10.1186/s43058-022-00319-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 06/12/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Despite an established taxonomy of implementation strategies, minimal guidance exists for how to select and tailor strategies to specific practices and contexts. We employed a replicable method to obtain stakeholder perceptions of the most feasible and important implementation strategies to increase mental health providers' use of measurement-based care (MBC) in schools. MBC is the routine use of patient-reported progress measures throughout treatment to inform patient-centered, data-driven treatment adjustments. METHODS A national sample of 52 school mental health providers and researchers completed two rounds of modified Delphi surveys to rate the relevance, importance, and feasibility of 33 implementation strategies identified for school settings. Strategies were reduced and definitions refined using a multimethod approach. Final importance and feasibility ratings were plotted on "go-zone" graphs and compared across providers and researchers to identify top-rated strategies. RESULTS The initial 33 strategies were rated as "relevant" or "relevant with changes" to MBC in schools. Importance and feasibility ratings were high overall for both survey rounds; on a scale of 1 to 5, importance ratings (3.61-4.48) were higher than feasibility ratings (2.55-4.06) on average. Survey 1 responses resulted in a reduced, refined set of 21 strategies, and six were rated most important and feasible on Survey 2: (1) assess for readiness and identify barriers and facilitators; (2) identify and prepare champions; (3) develop a usable implementation plan; (4) offer a provider-informed menu of free, brief measures; (5) develop and provide access to training materials; and (6) make implementation easier by removing burdensome documentation tasks. Provider and researcher ratings were not significantly different, with a few exceptions: providers reported higher feasibility and importance of removing burdensome paperwork than researchers, providers reported higher feasibility of train-the trainer approaches than researchers, and researchers reported higher importance of monitoring fidelity than providers. CONCLUSIONS The education sector is the most common setting for child and adolescent mental health service delivery in the USA. Effective MBC implementation in schools has the potential to elevate the quality of care received by many children, adolescents, and their families. This empirically derived, targeted list of six implementation strategies offers potential efficiencies for future testing of MBC implementation in schools.
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Affiliation(s)
- Elizabeth H. Connors
- grid.47100.320000000419368710Department of Psychiatry, Yale University, 389 Whitney Avenue, Office 106, New Haven, CT 06511 USA
| | - Aaron R. Lyon
- grid.34477.330000000122986657Department of Psychiatry and Behavioral Sciences, University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA 98115 USA
| | - Kaylyn Garcia
- grid.47100.320000000419368710Department of Psychiatry, Yale University, 389 Whitney Avenue, Office 106, New Haven, CT 06511 USA
- grid.254567.70000 0000 9075 106XDepartment of Psychology, University of South Carolina, 1512 Pendelton Street, Columbia, SC 29208 USA
| | - Corianna E. Sichel
- grid.47100.320000000419368710Department of Psychiatry, Yale University, 389 Whitney Avenue, Office 106, New Haven, CT 06511 USA
- grid.21729.3f0000000419368729Division of Child/Adolescent Psychiatry, Department of Psychiatry, Columbia University, 1051 Riverside Drive, New York, NY 10032 USA
| | - Sharon Hoover
- grid.411024.20000 0001 2175 4264Department of Psychiatry, University of Maryland, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201 USA
| | - Mark D. Weist
- grid.254567.70000 0000 9075 106XDepartment of Psychology, University of South Carolina, 1512 Pendelton Street, Columbia, SC 29208 USA
| | - Jacob K. Tebes
- grid.47100.320000000419368710Department of Psychiatry, Yale University, 389 Whitney Avenue, Office 106, New Haven, CT 06511 USA
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Fitzgerald MM, Shipman K, Pauletic M, Ellesworth K, Dymnicki A. Promoting educator social emotional competence, well-being, and student-educator relationships: A pilot study. MENTAL HEALTH & PREVENTION 2022; 26:200234. [PMID: 36570869 PMCID: PMC9764103 DOI: 10.1016/j.mhp.2022.200234] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 03/01/2022] [Accepted: 03/10/2022] [Indexed: 04/18/2023]
Abstract
Educator mental health and well-being have received increased attention in response to the additional stress experienced during the coronavirus pandemic. Cultivating mental health and well-being can be facilitated by enhancing adult social emotional competencies. However, relatively limited research has explored how prevention programs promoting social emotional competencies have enhanced educator well-being and related attributes of self-care, efficacy, and skillful interactions with students. In this pilot study, we implemented and evaluated an innovative prevention program called Resilience in Schools and Educators (RISE) in eight Colorado schools with 53 educators. RISE builds knowledge and skills that promote educator social-emotional competencies, trauma responsivity, cultural responsivity, resilience, and well-being. The first study aim was to explore the fidelity and feasibility of the RISE program implemented in a school-based context. The second study aim was to explore whether RISE is associated with increases in educators' self-reported social emotional competencies, well-being, self-care practices, self-efficacy, and quality of interactions with students. As compared to field standards, facilitators reported high levels of fidelity and feasibility of RISE. Educators' pre- and post- self-report measures indicate significant improvements in social emotional competencies (emotional awareness, emotional clarity, non-reactivity, nonjudging), self-care practices, well-being, and student-educator conflict, with effect sizes indicating small to medium impacts. No findings emerged for self-efficacy or perceived closeness of student-teacher relationships. Theoretical and practical implications are discussed.
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Affiliation(s)
- Monica M Fitzgerald
- Institute of Behavioral Science, University of Colorado Boulder, United States
| | - Kimberly Shipman
- Institute of Behavioral Science, University of Colorado Boulder, United States
| | - Marcela Pauletic
- Institute of Behavioral Science, University of Colorado Boulder, United States
| | - Kate Ellesworth
- Institute of Behavioral Science, University of Colorado Boulder, United States
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Epel N, Zohar AA, Artom A, Novak AM, Lev-Ari S. The Effect of Cognitive Behavioral Group Therapy on Children's Self-Esteem. CHILDREN (BASEL, SWITZERLAND) 2021; 8:children8110958. [PMID: 34828671 PMCID: PMC8617969 DOI: 10.3390/children8110958] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 10/05/2021] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Abstract
(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on children's self-esteem in grades five and six; to assess the effect of the CSE-CBT protocol on the therapeutic process; and to explore the feasibility of delivering the CSE-CBT protocol in a school setting. (2) Methods: Eighty elementary school children in grades five and six, divided into four intervention and four control groups, attended 12 structured sessions using the CSE-CBT protocol, led by specially trained teachers. The children completed questionnaires to assess their self-esteem at the beginning and at the end of the study, and answered weekly questionnaires that assessed therapeutic process. Hierarchical linear modeling was used to analyze the data. (3) Results: The CSE-CBT protocol had a significant effect on improving children's self-esteem over the course of the study, regardless of the children's working alliance with the teacher leading the group. (4) Conclusions: The findings suggest that the CSE-CBT protocol has the potential to benefit children's self-esteem and indicate that school teachers can be trained to administer the CBT-protocol.
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Affiliation(s)
- Naomi Epel
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
| | - Ariela Abir Zohar
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
| | - Adi Artom
- Shitot Institute, Ayelet Hashachar 6, Even Yehuda 4053079, Israel; (A.A.Z.); (A.A.)
- Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv 61390, Israel
| | - Anne Marie Novak
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
| | - Shahar Lev-Ari
- Department of Health Promotion, School of Public Health, Faculty of Medicine, Tel Aviv University, Tel Aviv 69978, Israel;
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Taufique SR, Weller RE, Johnson B, Herring J. CARES: an innovative approach to treating adolescents with co-occurring mental health and substance use disorders. CHILDRENS HEALTH CARE 2021. [DOI: 10.1080/02739615.2021.1984241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
| | | | - Brandon Johnson
- Icahn School of Medicine, Mount Sinai, New York, United States
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Conroy K, Salem H, Georgiadis C, Hong N, Herrera A, Furr JM, Greif Green J, Comer JS. Gauging Perceptions and Attitudes About Student Anxiety and Supports Among School-Based Providers. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09470-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Evaluating the efficacy of the Family Check-Up Online: A school-based, eHealth model for the prevention of problem behavior during the middle school years. Dev Psychopathol 2020; 31:1873-1886. [PMID: 31407644 PMCID: PMC10077819 DOI: 10.1017/s0954579419000907] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month posttest assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = .003, d = -0.32) and improved parental confidence and self-efficacy (p = .018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools.
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Danaher BG, Seeley JR, Stormshak EA, Tyler MS, Caruthers AS, Moore KJ, Cardenas L. The Family Check-Up Online Program for Parents of Middle School Students: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2018; 7:e11106. [PMID: 30021712 PMCID: PMC6070726 DOI: 10.2196/11106] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2018] [Revised: 06/23/2018] [Accepted: 06/24/2018] [Indexed: 01/08/2023] Open
Abstract
Background Research has established that skillful family management during adolescence protects youth from a variety of mental health and behavioral problems. Interventions associated with this research have focused on parenting skills as the mediator that links early risk factors with a profile of later behavioral risk, including problem behavior, substance use, and school failure. Fortunately, positive changes in family management skills have been linked to meaningful improvements in adolescent behavior, and these improvements have been significant across a variety of cultural groups. Objective We describe the background, research design, and intervention components of an electronic health version of the Family Check-Up program that is targeting middle school children and is being evaluated in a randomized controlled trial for its usability, feasibility, and efficacy. Methods We used an iterative formative research process to develop an electronic health version of the Family Check-Up program. In our ongoing randomized controlled trial, eligible families are randomly assigned to 1 of 3 conditions: Family Check-Up Online-only (n≈100), Family Check-Up Online + Coach (n≈100), and a waitlist control condition (middle school as usual; n≈100). We are conducting assessments at baseline, 3 months following randomization (posttest), and at follow-ups scheduled for 6 months and 12 months. Results This randomized controlled trial project was funded in 2015. Participant recruitment was completed in spring 2018 and enrollment is ongoing. Follow-up assessments will be completed in 2019. Conclusions The innovative Family Check-Up Online program has the potential to help address many of the barriers that more traditional school-based behavioral mental health implementation strategies have yet to solve, including staffing and resources to implement family-centered support within schools. Trial Registration ClinicalTrials.gov NCT03060291; https://clinicaltrials.gov/ct2/show/NCT03060291 (Archived by WebCite at http://www.webcitation.org/70f8keeN4) Trial Registration RR1-10.2196/11106
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Affiliation(s)
- Brian G Danaher
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - John R Seeley
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | | | - Milagra S Tyler
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Allison S Caruthers
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Kevin J Moore
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
| | - Lucia Cardenas
- Prevention Science Institute, University of Oregon, Eugene, OR, United States
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Romer N, Green AL, Cox KE. Educator Perceptions of Preparedness and Professional Development for Implementation of Evidence-Based Practices Within a Multi-tiered System of Supports. SCHOOL MENTAL HEALTH 2017. [DOI: 10.1007/s12310-017-9234-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Becker KD, Boustani M, Gellatly R, Chorpita BF. Forty Years of Engagement Research in Children’s Mental Health Services: Multidimensional Measurement and Practice Elements. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2017; 47:1-23. [DOI: 10.1080/15374416.2017.1326121] [Citation(s) in RCA: 72] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
| | - Maya Boustani
- Department of Psychology, University of California, Los Angeles
| | - Resham Gellatly
- Department of Psychology, University of California, Los Angeles
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Dunne T, Bishop L, Avery S, Darcy S. A Review of Effective Youth Engagement Strategies for Mental Health and Substance Use Interventions. J Adolesc Health 2017; 60:487-512. [PMID: 28087268 DOI: 10.1016/j.jadohealth.2016.11.019] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 11/17/2016] [Accepted: 11/17/2016] [Indexed: 11/18/2022]
Abstract
The majority of adult mental health and substance use (MH&SU) conditions emerge in adolescence. Prevention, diagnosis, and treatment programs targeting this age group have a unique opportunity to significantly impact the well-being of the future generation of adults. At the same time, youth are reluctant to seek treatment and have high rates of dropout from interventions. An emphasis on youth engagement in prevention and treatment interventions for MH&SU results in better health outcomes for those youth. This literature review was undertaken to evaluate opportunities to improve youth engagement in MH&SU programs. The intent was to determine best practices in the field that combined community-level improvement in clinical outcomes with proven strategies in engagement enhancement to inform program development at a local level. The results discuss 40 studies, reviews, and program reports demonstrating effective youth engagement. These have been grouped into six themes based on the underlying engagement mechanism: youth participation in program development, parental relationships, technology, the health clinic, school, and social marketing. A broad range of tools are discussed that intervention developers can leverage to improve youth engagement in prevention or treatment programs.
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Affiliation(s)
- Tom Dunne
- Discipline of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada
| | - Lisa Bishop
- Discipline of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada; School of Pharmacy, Memorial University of Newfoundland, St. John's, NL, Canada.
| | - Susan Avery
- Discipline of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada
| | - Stephen Darcy
- Discipline of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada
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Internalizing and Externalizing Symptoms Moderate Treatment Response to School-Based Trauma and Grief Component Therapy for Adolescents. SCHOOL MENTAL HEALTH 2016. [DOI: 10.1007/s12310-016-9204-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Malti T, Noam GG, Beelmann A, Sommer S. Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2016; 45:827-836. [PMID: 27854120 DOI: 10.1080/15374416.2016.1239539] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Children's and adolescents' mental health needs emphasize the necessity of a new era of translational research to enhance development and yield better lives for children, families, and communities. Developmental, clinical, and translational research serves as a powerful tool for managing the inevitable complexities in pursuit of these goals. This article proposes key ideas that will strengthen current evidence-based intervention practices by creating stronger links between research, practice, and complex systems contexts, with the potential of extending applicability, replicability, and impact. As exemplified in some of the articles throughout this special issue, new research and innovative implementation models will likely contribute to better ways of assessing and dynamically adapting structure and intervention practice within mental health systems. We contend that future models for effective interventions with children and adolescents will involve increased attention to (a) the connection of research on the developmental needs of children and adolescents to practice models; (b) consideration of informed contextual and cultural adaptation in implementation; and (c) a rational model of evidence-based planning, using a dynamic, inclusive approach with high support for adaptation, flexibility, and implementation fidelity. We discuss future directions for translational research for researchers, practitioners, and administrators in the field to continue and transform these ideas and their illustrations.
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Affiliation(s)
- Tina Malti
- a Department of Psychology , University of Toronto
| | - Gil G Noam
- b Program in Education, Afterschool, and Resiliency , Harvard Medical School and McLean Hospital
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Advancing Evidence-Based Assessment in School Mental Health: Key Priorities for an Applied Research Agenda. Clin Child Fam Psychol Rev 2016; 19:271-284. [PMID: 27730441 DOI: 10.1007/s10567-016-0217-y] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Teh LB, Hayashi K, Latner J, Mueller CW. Consumer attitudes towards evidence based mental health services among American mental health consumers. Int J Ment Health Nurs 2016; 25:462-71. [PMID: 27291072 DOI: 10.1111/inm.12234] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2015] [Revised: 03/30/2016] [Accepted: 04/07/2016] [Indexed: 11/29/2022]
Abstract
The Consumer Attitudes towards Evidence Based Services (CAEBS) scale is a 29-item questionnaire designed to assess public views on the role of science in helping to guide mental health treatment. The aim of the current study was to assess the Factor structure the CAEBS in an online sample of adults seeking information about mental health services. The CAEBS was administered to a nationwide sample of participants from websites offering classified advertisements for mental health related study participation (n = 312). An Exploratory Factor Analysis (EFA) suggested four factors based on 26 of the items: Beliefs Regarding Therapists' Practices, Attitudes about Mental Health Policy, Negative Personal-Level Attitudes toward EBPs, and Negative Societal-Level Attitudes towards EBPs. In order to increase consumer empowerment within the mental health-care system and develop policies supporting EBP usage, mental health professionals need to increase communication with the public to address these concerns and leverage positive attitudes.
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Affiliation(s)
- Lisa B Teh
- Department of Psychology, University of Hawaii, Honolulu, Hawai'i, USA.
| | - Kentaro Hayashi
- Department of Psychology, University of Hawaii, Honolulu, Hawai'i, USA
| | - Janet Latner
- Department of Psychology, University of Hawaii, Honolulu, Hawai'i, USA
| | - Charles W Mueller
- Department of Psychology, University of Hawaii, Honolulu, Hawai'i, USA
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Eiraldi R, Power TJ, Schwartz BS, Keiffer JN, McCurdy BL, Mathen M, Jawad AF. Examining Effectiveness of Group Cognitive-Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools. Behav Modif 2016; 40:611-39. [PMID: 26872957 DOI: 10.1177/0145445516631093] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This article presents outcome data of the implementation of three group cognitive-behavioral therapy (GCBT) interventions for children with externalizing behavior problems, anxiety, and depression. School counselors and graduate students co-led the groups in two low-income urban schools. Data were analyzed to assess pre-treatment to post-treatment changes in diagnostic severity level. Results of the exploratory study indicated that all three GCBT protocols were effective at reducing diagnostic severity level for children who had a primary diagnosis of an externalizing disorder, anxiety disorder, or depressive disorder at the clinical or intermediate (at-risk) level. All three GCBT protocols were implemented with relatively high levels of fidelity. Data on the effectiveness of the interventions for reducing diagnostic severity level for externalizing and internalizing spectrum disorders and for specific disorders are presented. A discussion of implementation of mental health evidence-based interventions in urban schools is provided.
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Affiliation(s)
- Ricardo Eiraldi
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
| | - Thomas J Power
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
| | | | | | | | - Manju Mathen
- The Children's Hospital of Philadelphia, PA, USA
| | - Abbas F Jawad
- The Children's Hospital of Philadelphia, PA, USA University of Pennsylvania, Philadelphia, USA
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Parents’ Barriers to Using School Psychology Services for Their Child’s Mental Health Problems. SCHOOL MENTAL HEALTH 2015. [DOI: 10.1007/s12310-015-9152-1] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Bohnenkamp JH, Glascoe T, Gracey KA, Epstein RA, Benningfield MM. Implementing clinical outcomes assessment in everyday school mental health practice. Child Adolesc Psychiatr Clin N Am 2015; 24:399-413. [PMID: 25773332 DOI: 10.1016/j.chc.2014.11.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Evidence-based assessment (EBA) has been shown to improve clinical outcomes, but this practice is frequently not implemented in school mental health practice. This article reviews potential barriers to implementation and offers practical strategies for addressing these challenges. Several valid and reliable tools for assessment are reviewed, and information is provided on clinical use. Case examples of EBA implementation in school mental health settings are provided to illustrate how these tools can be used in everyday practice by school mental health clinicians.
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Affiliation(s)
- Jill Haak Bohnenkamp
- Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, 737 West Lombard Street, 4th Floor, Baltimore, MD 21201, USA.
| | - Tracy Glascoe
- Department of Pyschiatry, Vanderbilt University, 3841 Green Hills Village, Drive 3000-C, Nashville, TN 37215, USA
| | - Kathy A Gracey
- Department of Pyschiatry, Vanderbilt University, 3841 Green Hills Village, Drive 3000-C, Nashville, TN 37215, USA
| | - Richard A Epstein
- Vanderbilt University School of Medicine, Department of Psychiatry, 1500 21st Avenue South, Village at Vanderbilt Suite 2200, Nashville, TN 37212, USA
| | - Margaret M Benningfield
- Vanderbilt University, Department of Psychiatry, 1601 23rd Avenue South, #3068C, Nashville, TN 37212, USA
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Establishing and Maintaining Important Relationships in School Mental Health Research. SCHOOL MENTAL HEALTH 2014. [DOI: 10.1007/s12310-014-9121-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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