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
Recap of last meeting: focus areas and next steps
Review a genda adjust as needed

Goals for the Day
Seek
Innovate
Contribute
Collaborate
Build

6

7
7

8
CalMHSA Updates

9
Capitalizing on Innovation
Fostering
Partnerships
Mobile
Applications
Other
Strategies

Sally Jue, MSW

11

12

Finding local resources

Finding the right DMH contact

Competing priorities—no time or resources

Not getting a response

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

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

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

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?

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

23

Did the program/policy meet its outcome objectives/goals?

Did the program/policy make a difference?

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

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

30

Basic Descriptive Data

Campus Infrastructure

Prevention & Early Intervention Activities

Basic Outcome Data
30

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

32

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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

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%)

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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

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

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

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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

MARCH 18, 2011
REVISED JANUARY 29, 2013
Becky Perelli, RN, MS

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
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







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%

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
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%

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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

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)

HSACCC Consortium - ACHA-NCHA II SP2010

57
LUNCH

MOVING TOWARDS ACTION
Finalize the Letter of Support

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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
Summary
Next Steps
Agenda Items