Making the Case for Evaluation of School Mental Health Programming

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National TA Webinar Series
Making the Case for
Evaluation of School Mental Health
Programming:
Strengthening Partnerships for Positive Outcomes
Thurs., October 21, 2010
1:00 - 2:30 PM E.D.T
Moderator:
Joan Dodge Ph.D.
Senior Policy Associate,
National TA Center for Children's
Mental Health
Georgetown University Center for
Child and Human Development
Washington, DC
Presenters
Bruno Anthony, Ph.D.
Director of Research and Evaluation,
Georgetown University Center for
Child and Human Development
Washington, DC
Joyce Sebian, M.S.Ed.
Senior Policy Associate, National TA
Center for Children's Mental Health
Georgetown University Center for
Child and Human Development
Washington, DC
Denise Wheatley Rowe MSW
Services Manager-Expanded School
Mental Health
Baltimore Mental Health Systems,
Inc
Wunmi Fadiora, MS CHES
Expanded School Based Program
Coordinator
Hope Health Systems, Inc.
Woodlawn, MD
Purpose of the Session
The webinar will explore the following:
• Role of school-based evaluation and it's
impact in addressing barriers to learning
• Integration efforts between school mental
health services and the local community
• Partnerships that support school mental health
both within school setting and in the wider
community
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Business Items
• Data Matters- an Interactive Electronic Newsletter
that highlights the importance of data, spreads the
word about evaluation strategies and outcomes, and
keeps readers up to date on the latest in the field.
http://www.gucchdgeorgetown.net/data/
• Evaluation – please complete the evaluation. We
value your feedback and use it for quality
improvement.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Outline
• Welcome and Overview
Joyce Sebian MS Ed.
• Lessons learned from the BESMH program evaluationBruno Anthony Ph.D. (Evaluator Perspective)
• Importance of SMH evaluation in engaging partners and
moving to sustainability- (community perspective)
Denise Wheatley-Rowe
• Importance of SMH evaluation- the participatory process(a community mental health provider perspective)
Wunmi Fadiora MS CHES
• Facilitated Discussion - Q&A Joan Dodge, Ph.D.
• Wrap-up
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Beyond “One child at a time”
• Need for a public health approach- think environments as well
as services.
• Consider Factors contributing to the “public’s health”
• Children’s health is influenced by multiple systems and sectors
• Families must be supported in order to support their children
• Population approach with promotion and prevention
component
• Prevention is NOT a single intervention
• Interventions must be evidence-based
• Integrated prevention is based in both the community and the
health system
• Payment reform is critical
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Mental Health and Educational
Outcomes are linked
• Mental, emotional and behavioral (MEB) disorders
among young people, as well as the development of
positive health, should be considered
– in the framework of the individual and contextual
characteristics that shape their lives,
– as well as the risk and protective factors that are
expressed in those contexts.
www.iom.edu/.../Preventing%20Mental%20Emotional%20and%20Beha
vioral%20Disorders., page 71.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Healthy Public Policy
The World Health Organization (WHO) defines “healthy public policy” as
“characterized by an explicit concern for health and equity in all areas of
policy and by accountability for health impact. The main aim of healthy
public policy is to create a supportive environment to enable people to lead
healthy lives.
Such a policy makes health choices possible or easier for citizens. It
makes social and physical environments health-enhancing.”
World Health Organization (1998) Health Promotion Glossary.
How are schools and c ommunity partners working to align policies to
enhance the mental health/health of all children?
Downloaded from from http://www.who.int/hpr/NPH/docs/
hp_glossary_en.pdf
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
9
School Climate can be a Risk Factor:
•
•
•
•
•
•
•
•
•
Academic Frustration
Chaotic Transitions
Negative Relationships with Adults and Peers
Teasing and Bullying
Segregation with Antisocial Peers
School-driven Mobility
Suspension, Drop-out, Expulsion
Out of school time safety concerns
Family and neighborhood risk factors
Adapted from: Joyce Sebian NTACCMH at
Georgetown University and Sandy Keenan EDC for
the Federal National Partnership SAMHSA, 10-08
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
School Connectedness
• According to CDC; A growing body of research indicates
that students who feel connected to their school are more
likely to engage in healthy behaviors and succeed
academically.”
• (http://www.cdc.gov/Features/ConnectToSchool/)
• School connectedness is one of the most important factors
shaping the lives of children and youth. School climate is the
environment in schools and the connectedness with other out
of school and home relationships that create the framework
that influences individual, educational, health and life
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
School Mental Health and National Goals
• Economic gains are linked to reductions in dropout
rates. Students who drop out of high school are 1.6
times more likely to be unemployed than high school
graduates who are not enrolled in college. U.S. Bureau of
Labor Statistics. (2006). http://www.bls.gov/opub/ted/2006/mar/wk4/art02.htm
• The rates of absenteeism and tardiness are much higher
for students with mental health needs. Gall, G., Pagano, M. E.,
Desmond, M. S., Perrin, J. M., & Murphy, J. M. (2000). Utility of psychosocial
screening at a school-based health center. Journal of School Health, 70, 292-298.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
School Mental Health and National Goals
• Only 8% of youth receiving mental health services
through systems of care for 12 months had repeated
a grade, compared to nearly twice as many
American students in the general public (15%).
National Association of School Psychologists. (2003). Position statement
on student grade retention and social promotion. Bethesda, MD.
• The average annual cost of a student repeating a grade in
public education is $9,154.50 U.S. Department of Education,
National Center for Education Statistics (NCES). (2008):
Revenues and expenditures for public elementary and
secondary education.
http://nces.ed.gov/pubs2008/expenditures/tables/table_03.asp
?referrer=report
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
School Mental Health and National Goals
• This difference translates to a cost savings of
$4,544,412 for 7,092 youth aged 14–18 years who
entered systems of care while enrolled in school.
• Substance Abuse and Mental Health Services Administration (SAMHSA), 2009 short report, “Working
Together to Help Youth Thrive in Schools and Communities”. This short report describes school and
clinical outcomes for youth aged 14–18 who received services in systems of care.
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Implications for the Children’s
Mental and Overall Health
• Awareness
– Mental health is essential to overall health
– Reduce stigma
• Surveillance/Monitoring
– Enhance surveillance systems to include mental health and addiction
disorders
• Prevention & Health Promotion
– Prevention across the lifespan
– Incorporate mental health across programs
• Building Partnerships – Schools are an essential partner- natural setting for
health interventions.
• Mental health supports academic and educational success
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Expanded School Mental Health
• Expanded school mental health (ESMH) looks
beyond traditional therapeutic approaches to
working with youth and recognizes the need for
many different disciplines to collaborate in
promoting mental health.
• Strong emphasis on prevention programming,
positive youth development programming,
comprehensive medical/wellness programming,
classroom- and school-wide health-promotion and
climate-enhancement initiatives, and so forth.
http://www.cdc.gov/healthyyouth/policy/pdf/obesity_prevention_strategies.p
df
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
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