COAGSMH Meeting January 31, 2014 Moving Towards Sustainability: The Journey Continues

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COAGSMH Meeting

January 31, 2014

Moving Towards Sustainability:

The Journey Continues

Agenda

2

Our Time Together

 Welcome and Introductions

 The Journey Towards Sustainability

 CalMHSA Partner Updates

 Capitalizing on Innovation

 Taking the Show on the Road

 Continuing the Discussion

WELCOME AND INTRODUCTIONS

Staff, members, and those calling in

4

The Journey So Far:

Assessing Where We Are

Recap of last meeting: focus areas and next steps

Review a genda adjust as needed

Goals for the Day

Seek

Innovate

Contribute

Collaborate

Build

Making Change

6

Collective Impact

7

7

8

CalMHSA Updates

9

Capitalizing on Innovation

Fostering

Partnerships

Mobile

Applications

Other

Strategies

CAPITALIZING ON INNOVATION:

SHARING KNOWLEDGE WITH

COMMUNITY COLLEGES

Sally Jue, MSW

11

Building Collaborative Relationships:

Community Colleges

County Mental Health Departments

Local Mental Health Providers

Challenges

12

Finding local resources

Finding the right DMH contact

Competing priorities—no time or resources

Not getting a response

Success Factors

13

Committed, persistent, patient individuals

In person initial meeting

Identified mutual benefits and incentives

Clear immediate and long term expectations, especially re: communication

College participation in local MH community

DMH and CBO on campus activities

Sustainable infrastructure

Innovative CBG Activities

14

Santa Monica College and Los Angeles County

DMH case conferences

Los Angeles College Consortium and LAC DMH

Strategic Action Plan

Campus based mental health intern programs

Wellness centers

Coping skills and support groups provided by community providers on campus

Knowledge Transfer Ideas

15

Webinars

Case studies

CCC and DMH collaboration toolkit

16

Taking the Show on the Road

Review Existing

Data

Determine Key

Messages and

Best Ways to

Share Findings

Next Steps Maximizing Our Data and Sharing Our Results

USING DATA IN PRACTICE

A BRIEF OVERVIEW

Bob Saltz, PIRE

18

Purposes of Evaluation/

Evaluation Questions

Produce information in order to enhance management decision-making

Improve program operations

Maximize benefits to clients: to what extent and how well was the policy/program implemented?

Arden Handler, DrPH

Professor, Community Health Sciences

University of Illinois at Chicago

19

Purposes of Evaluation/

Evaluation Questions

Assess systematically the impact of programs/policies on the problems they are designed to ameliorate

How well did the program/policy work?

Was the program worth its costs?

What is the impact of the program/policy on the community?

Two Main Types Of Evaluation

20

Process or formative

Outcome or summative

Process or Formative Evaluation

21

Did the program/policy meet its process objectives?

Was the program/policy implemented as planned?

What were the type and volume of services provided?

Who was served among the population at risk?

Why Do We Do Process Evaluation?

22

Process evaluation

Provides feedback to the administrator regarding the program

Allows others to replicate the program if program looks attractive

Provides info to the outcome evaluation about program implementation and helps explain findings

Outcome or Summative Evaluation

23

Did the program/policy meet its outcome objectives/goals?

Did the program/policy make a difference?

Outcome or Summative Evaluation

24

What change occurred in the population participating in or affected by the program/policy?

What are the intended and unintended consequences of this program/policy?

Requires a comparison group to judge success

What impact did the program/policy have on the target community?

Requires information about coverage

Why Do We Do Outcome Evaluation?

25

We want to know if what we are doing works better than nothing at all

We want to know if what we are doing new works better than what we usually do

Summary

26

However, the ability to translate evaluation findings into good programs and policy does not only depend on quality data, but on political will

27

Integrated Model of the

Research – Policy Relationship

Context

Political and Institutional structures

Interests and roles of stakeholders

Evidence

Credibility of the research

Active engagement with research

Links

Close links between researchers and policy-makers

Perceived expertise or legitimacy

28

Supporting the Use of

Research in Practice

Research must be translated

Ownership is key

Need “enthusiasts”

Contextual analysis

Credibility

Provide leadership

Develop integration

29

Types of Questions We

Plan to Address for SMHP

Assessment questions incl. key subgroups

Immediate or proximal impact of program components

Ultimate impact of program components

29

Types of Data

30

Basic Descriptive Data

Campus Infrastructure

Prevention & Early Intervention Activities

Basic Outcome Data

30

Sources of Data

31

Training Surveys

Kognito Online Training Survey

Training and Technical Assistance (TTA) Survey (CARS-developed)

CCC Campus Training Survey (RAND-developed)

RSF Survey and materials (RAND-developed)

Pre/Post Comparison Surveys

Capacity Survey of Mental Health Services (PIRE-developed)

ACHA/NCHA Survey

CalMHSA Higher Education Student Survey (RAND + PIRE-developed)

CalMHSA Higher Education Faculty/Staff Survey (RAND-developed)

Regular Reporting (CBGs only)

Monthly Progress Report

Quarterly Report

31

EXAMPLES OF DATA

COLLECTED TO DATE

32

33

Kognito On-line Training Survey

Campus Climate for Specific Groups of Interest:

Students with physical disabilities

Students with mental health issues

Women students

Faculty

At Risk

M (SD)

4.4 (0.8)

3.9 (0.9)

4.7 (0.7)

Veterans Students

On Campus At Risk

M (SD)

4.2 (0.8)

3.7 (1.1)

4.5 (0.8)

M (SD)

4.3 (0.9)

4.1 (1.0)

4.5 (0.8)

Racial/ethnic minority students

LGBT students

4.5 (0.8)

4.3 (0.9)

4.3 (1.0)

4.2 (1.0)

4.5 (0.9)

4.3 (0.9)

Students with different relig. beliefs and backgrounds 4.3 (0.9) 4.3 (0.9)

Student Veterans 4.6 (0.7) 4.2 (0.8)

4.3 (0.9)

4.5 (0.9)

1=hostile, 2=somewhat hostile, 3=neutral, 4=somewhat welcoming, 5=welcoming

Training & Technical Assistance

34

1.

2.

3.

4.

5.

Training & Technical Assistance Topic Areas (N=337 TTA Assignments)

TTA assignment

(n= 337)

N (%) a

Topic Areas

11% or more of TTA Assignments

Campus outreach and awareness of resources

Campus consultation, needs assessment, TTA identification

CBG support

Outreach and marketing to external/internal partners

Culturally competent service delivery (e.g. targeting Asian/Pacific Islanders,

LGBT, foster youth and other underserved populations)

5% to 9% of TTA Assignments

130 (39%)

100 (30%)

47 (14%)

40 (12%)

38 (11%)

6.

Student mental health training and awareness (e.g. identification & referral)

7.

8.

9.

Regional strategizing forum (planning, implementation, or facilitation)

Campus dissemination and sharing resources with each other

Threat assessment (planning development and implementation)

10.

Building campus infrastructure

30 (9%)

29 (9%)

26 (8%)

16 (5%)

18 (5%)

Quarterly Reporting Tool

35

Progress on Major Activities: Number of Campuses Reporting a Lot of Progress or Nearly/Fully Complete, by

Quarterly Reporting Period

0 5 10 15 20

System for campus threat assessment

Leveraging MH services resources

Increasing P-to-P opportunities

Campus-wide assessment of need

Collaboration with other campuses

Establishment of ID/referral system

Developing resources

Providing suicide prevention training

Relationships with county MH

Providing mental health training

Q1

Q2

Q3

Capacity Survey (baseline)

36

Structure on Campus for Mental Health Services

(Q2) Does your campus have a health center on campus that provides mental health services? (valid n = 75)

Response

No

Yes, mental health services are provided within a health center

Yes, mental health services are provided within a separate mental health center

Does not have a health or mental health center that provides services, but has another office on campus that faculty, staff or students would contact related to student mental health issues or concerns

# Valid %

8

48

15

11

64

20

4 5

Capacity Survey (baseline)

37

Types of Mental Health Services Present at Baseline

(Q3) As of July 1, 2012, did your campus provide or support the following mental health services (valid n ranged from 72 to 75)

Response (abbreviated in some cases) a) System in place for staff to refer students of concern to needed mental health services b) Faculty / staff / student suicide prevention gatekeeper training c) Suicide prevention policies d) Threat assessment protocols e) Stigma & discrimination reduction activities related to accessing mental health services f) Mental health service resources available on college website

% Yes

89

37

32

41

52

80

Capacity Survey (baseline)

38

Categories of staff who provide mental health services to students

(valid n = 28 to 52)

(Q13) Of all staff on your campus who provide mental health services to students, how many fall within each of the following categories Average

Number of respondents who reported this type

Number of psychiatrists or other licensed prescribers 0.8 31

Number of full-time mental health counselors/therapists

Number of part-time mental health counselors/therapists

Number of mental health counseling interns

Number of nurses

Number of other types of staff

0.6

3.4

2.6

3.0

1.6

36

51

52

50

28

SNAPSHOT OF CALIFORNIA

COMMUNITY COLLEGE

STUDENTS AND MENTAL

HEALTH SERVICES

MARCH 18, 2011

REVISED JANUARY 29, 2013

Becky Perelli, RN, MS

WHAT HAVE WE LEARNED

ABOUT OUR STUDENTS?

Health Services Association of California Community Colleges

ACHA-NCHA II 2010 Consortium Project

41

ACHA – NCHA

American College Health Association

National College Health Assessment

The ACHA-National College Health Assessment (NCHA) is a nationally recognized research survey that can assist us in collecting precise data about students’ health habits, behaviors, and perceptions and covers a wide range of health issues -

Alcohol, tobacco, and other drug use

Sexual health

Weight, nutrition, and exercise

Mental health

Personal safety and violence

42

ACHA – NCHA

American College Health Association

National College Health Assessment

Since spring 2000 > 825,000 students/550+ colleges and universities across the country have taken the survey.

Used by two- and four-year public and private institutions from varied geographical regions, Carnegie Foundation

Classifications, and campus settings.

43

ACHA-NCHA II

HSACCC Consortium – Spring 2010

44

14 Colleges

N = 11,386 Students

F 52.7% M 41.6% Tr 0.3%

Av Age - 24.20

Age >24 – 26%

Part time status – 30.5%

Live w/Parent/guardian –

64.4%

Work hours for pay – 61.2 %

ETHNICITY

45

White

ACHA-NCHA Cohort

39.4%

Black – not Hispanic 4.3%

Hispanic/Latino(a) 26.4%

Asian/Pacific Islander 20.7%

American Indian/

Alaskan Native/

Native Hawaiian

Biracial/Multiracial

1.9%

5.1%

Other 5.7%

STATEWIDE

White

African American

Hispanic

Asian

Pacific Islander

Filipino

American Indian/Alaskan

Native

Multiracial

Unknown

31%

7%

30%

11%

0.5%

3%

0.5%

1%

16%

MENTAL HEALTH OF CCC

STUDENTS

46

47

Top 10 Factors CCC Students Report

Impact Academic Performance

15

10

5

0

30

25

20

Mental Health Experience anytime in last 12 Months

48

Overwhelmed

Exhausted (not physical activity) 69.0

Very Sad

Very Lonely

Hopeless

Overwhelming Anxiety

Overwhelming Anger

50.7

43.7

So Depressed difficult to function 33.9

Seriously considered suicide

Intentionally injured self 7.4

Attempted suicide

72.8%

57.3

48.4

43.3

8.2

2.6

49

Mental Health Experience anytime in last 12 months

Traumatic/Difficult to Handle

45

40

35

30

25

20

15

10

5

0

Diagnosed or Treated by Prof.

Anxiety 9.4%

Depression 9.4%

Panic Attacks 5.1

Insomnia

ADHD

4.9

3.7

WHAT HAVE WE LEARNED

ABOUT CCC HEALTH AND

MENTAL HEALTH SERVICES?

HSACCC Annual Survey 2012-2013

HSACCC Annual Survey 2012-2013

51

34 colleges participated

Data on seven major areas of query

Demographics

Compliance

Funding Stability

Professional Staffing

Scope of Services

Outcome Measurement

Mental Health Services

52

Scope of Services

Mental Health

70% of colleges have an internship training program as part of their mental health services

Of the mental health interns working in community colleges, 30% of them receive pay for their work

Pre/

Post-

Doc

Psych,

41.0%

LCSW,

15.0%

MFT;

52,0%

Scope of Services

53

Drug & Alcohol Programs

35% report providing SBIRT services

Screening, Brief Intervention,

Referral and Treatment for

Alcohol and Other Drug use

11% offer on-line alcohol education tools

35% offer on-line mental health screening

Behavioral Intervention Teams

82% reported having a

Behavioral Intervention Team

61% have well-defined policies and Threat Assessment protocol

Top 4 Functions –

Faculty & staff consultations

Receiving, responding to & tracking reports

Staff development trainings & workshops

Facilitating meetings with students in distress

Mental Health Services

Services Provided

Respondents Reporting Average

Number of Visits

96% Individual

Therapy

93% CMH Referrals

89% Crisis Drop-in

Visits

81% Classroom

Presentations

71% of Colleges

Total Unduplicated

Visits

6800 Students

Respondents – 27 of 34 Colleges

(21% did not respond)

OPPORTUNITIES………

GOAL: STUDENT SUCCESS

HSACCC Consortium - ACHA-NCHA II SP2010

57

LUNCH

MOVING TOWARDS ACTION

Finalize the Letter of Support

59

Sustainability:

What Are We Hoping is on the Long-term Horizon?

o

What are feasible long-term goals for the COAGSMH?

o

What is feasible to sustain for the CCC system? o

What are the strategies to achieve? o

What are the next steps?

60

The Journey Continues

Summary

Next Steps

Agenda Items

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