Youth Mental Health First Aid (YMHFA) in the
Coatesville Area School District:
Preliminary Evaluation Results - 2014
The Brandywine Health Foundation funding collaborative includes
County, State, and Federal officials and
the following private foundations:
The Scattergood Foundation, van Ameringen Foundation, Inc., and First Hospital Foundation
Evaluation and Report Prepared By:
Stacie M. Metz, PhD, MPH, MSW, MA
Associate Professor, Department of Health, West Chester University
Allison Casola, BS, MPH candidate
Graduate Assistant, Department of Health, West Chester University
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02.09.15
Summary of Preliminary 2014 Youth Mental Health First Aid (YMHFA)
Program Evaluation Findings:

YMHFA Trainers and Trained CASD Employees and Community Members
o
Project staff met goals for number of persons trained in YMHFA and for the number of
CASD employees trained in 2014.

In 2014, a total of 14 persons (including 6 CASD employees) successfully completed
the 5-day Train-the-Trainer program.

By the end of 2014, trainers have facilitated 9 trainings (7 for CASD employees and
2 for community), reaching 196 persons with 181 receiving the YMHFA Training
Certificate of Completion (92% completion rate).


Of the 196 YMHFA training attendees in 2014:
o
152 (78%) were CASD employees representing all schools and jobs such as
cafeteria worker, custodian, school secretary, guidance counselor, mental
health specialist, and nurses. The remainder of attendees were Coatesville
residents or employed by other organizations.
o
180 (92%) consented to participate in the WCU evaluation. Evaluation
participants were most likely to be female, aged 25-60, and reported their
race as White/Caucasian or Black/African-American. Most participants were
not employed as a mental health/substance abuse professional (78%), but
reported regular contact with youth at their employment or at home.
Pretest-Posttest Mental Health Knowledge Improvement:
o
In the last seven trainings using the revised 15-item mental health knowledge survey,
mental health knowledge summary score statistically improved from pretest (average
of 9.5 out of 15 correct) to posttest (average of 11.9 out of 15 correct).
o
Specifically, 11 out of the 15 knowledge items exhibited statistical improvement from
pretest to posttest (at p < .05 level). Three of the 15 did not show a statistical
improvement due to the high percentage with a correct response at the pretest.
o
Knowledge items with the largest statistical improvement include:
 Not a good idea to ask someone if they are feeling suicidal in case you put the idea
in their head (false) [48% responded correctly at pretest vs. 81% at posttest]
 Mental health problems often develop during adolescence/young adulthood (true)
[56% responded correctly at pretest vs. 89% at posttest]
 When a youth tells you they are thinking about suicide, it is important to ask if they
have a plan for completing suicide (true) [36% responded correctly at pretest vs.
87% at posttest]
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
Pretest-Posttest Improvement in Attitudes Towards Persons Experiencing Mental
Health Challenges/Crises:
o
Although participants, on average, started at the pretest with a moderately favorable
attitude, participants still reported small statistical improvements at the p < .05 level in
seven out of the eight attitude items. Four examples of these items include:





Pretest-Posttest Improvement in Confidence Interacting or Helping Youth
Experiencing Mental Health Challenges/Crises
o
Participants reported statistically higher levels of confidence in dealing with persons
experiencing mental health challenges or crises from pretest to posttest at the p < .05
level in four out of the eight confidence items.





Feel having a mental health challenge or crisis is a sign of weakness.
I would willingly accept a person who shows signs and/or symptoms of a mental
health challenge (e.g., depression, anxiety, etc.) as a close friend.
There are effective treatments and supports for persons with mental health
challenges.
Recovery is possible for people with mental health challenges.
Recognize the signs and symptoms that a young person may be dealing with a
mental health challenge or crisis.
Ask a young person whether s/he is considering killing her/himself.
Offer a distressed young person basic “first aid” level information and reassurance
about mental health problems.
Be aware of my own views and feelings about mental health problems and disorders.
Satisfaction with Program
In participants who responded to the closed-ended program satisfaction items,
o
96% of respondents agreed or strongly agreed that the course goals were clearly
communicated, the goals/objectives were achieved, and that the course content was
practical/easy-to-understand.
o
92.5% agreed or strongly agreed that that they had adequate opportunity to practice
the skilled learned.
o
More than 95% agreed or strongly agreed that the course instructors’ presentation
skills were engaging/approachable, instructors demonstrated knowledge of the
material presented, and facilitated activities/discussion in a clear/effective manner.
o
97% would recommend the YMHFA training course to others.
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
Agency Referrals and Pennsylvania Youth Survey Depression Data
o Referral data from local mental health/substance abuse agencies continue to be routinely
collected and will assist in identifying the YMHFA training impact on youth referrals to
providers in the region in the future.
o The routinely collected Pennsylvania Youth Survey (PAYS) data will assist in assessing
the impact of YMHFA training on youth self-reported depression. Currently, data have
been compiled for years 2011 and 2013 for students in CASD, Chester County, and the
State of Pennsylvania. The 2011 and 2013 data show disproportionately higher
percentages of self-reported depression symptoms for CASD vs. Chester County students
and the gap widens from 2011 to 2013 across grades (6th, 8th, 10th, and 12th).
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Youth Mental Health First Aid (YMHFA) in the
Coatesville Area School District (CASD)
PURPOSE OF THE YMHFA TRAINING
The Brandywine Health Foundation (BHF) of Coatesville, PA was awarded grant funding in
2014 to implement the project entitled Mental Health First Aid in the Coatesville Area School
District: Reducing Depression in Some of Pennsylvania’s Poorest Municipalities. The funding
collaborative included county, state, and federal officials as well as three private foundations
including The Scattergood Foundation, van Ameringen Foundation, Inc., and First Hospital
Foundation.
Children living in the Coatesville Area School District (CASD) are disproportionately impacted by
child neglect, abuse, and delinquency issues including drug, alcohol, and assault offenses.
Likewise, the publicly accessible Pennsylvania Youth Survey (PAYS) 2009 and 2011 data
demonstrated that in comparison to Chester County as a whole, there is a higher percentage of
youth from CASD who do not graduate from high school and report feeling depressed/sad most
days. Therefore, this 4-year project intends to strengthen partnerships between Coatesville
community agencies, parents, and CASD by implementing the National Council on Behavioral
Health’s Youth Mental Health First Aid (YMHFA) training program in Coatesville, PA.
The YMHFA is an established and nationally recognized in-person 8-hour educational training
program designed for adults to learn about mental illnesses and addictions, inclusive of warning
signs, risk factors, and ways to bolster confidence in helping youth aged 12-18 with a mental
health or substance use problem. This training can be offered in one to three days. The National
Council on Behavioral Health certifies trainers to teach the training program across the U.S.
(see http://www.thenationalcouncil.org/about/mental-health-first-aid/). In 2013, the Mental Health
First Aid (adult version) training was added to the Substance Abuse and Mental Health Services
Administration’s (SAMHSA’s) National Registry of Evidence-based Programs and Practices
(NREPP). The YMHFA training focuses specifically on helping youth with mental health
problems.
The primary goals of the YMHFA training are to educate adults and high school upperclassmen
on common mental health challenges for adolescents, to detail adolescent development, and
outline a 5-step action plan for how to help youth who may be in the early stages of a mental
health problem or in crisis. The 5-step action plan (ALGEE) includes: Assess risk of suicide or
harm, Listen non-judgmentally, Give reassurance and information, Encourage person to get
appropriate professional help, and Encourage self-help strategies. Adolescent-relevant topics
include anxiety, depression, substance use, disorders in which psychosis may occur, and
disruptive behavioral disorders (i.e., ADHD).
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EVALUATION
The evaluation was and continues to be conducted through a partnership of Brandywine Health
Foundation with West Chester University College of Health Sciences, The purpose of this
evaluation is to assess the effectiveness of the YMHFA training provided to adults working,
volunteering, or residing in Coatesville PA. Trainings with Coatesville adults will include adult
employees or volunteers of Coatesville area employers and residents of Coatesville.
The overall aims of the YMHFA project include:
(1) To train a select number of Coatesville Area School District (CASD) and key regional
agency staff members as YMHFA trainers and provide the YMHFA training to key CASD
staff, community members, and residents.
(2) To improve participant mental health knowledge, attitudes, and confidence in dealing
with youth with a mental health or substance use problem from pretest to immediate
posttest to 3/6-month follow-up
(3) To increase the number of referrals of CASD youth to the three behavioral
health/substance abuse agencies in the Coatesville, PA region (including Child
Guidance Resource Centers [CGRC], Human Services, Inc., and Gaudenzia)
(4) To decrease the percentage of CASD students 12-18 reporting they were feeling
depressed/sad most days from pre- to post-trainings as captured by the publicly
available Pennsylvania Youth Survey (PAYS) data from 2011 – 2017
This report presents preliminary data on all four aims; however, it is important to note the third
and fourth aims will not yet yield meaningful information on the impact of the training on those
outcomes.
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METHODOLOGY
Evaluation Aim #1: To train a select number of Coatesville Area School District (CASD)
and key regional agency staff members as YMHFA trainers and provide the YMHFA
training to key CASD staff, community members, and residents.
The Brandywine Health Foundation established a Planning Team of leaders from CASD,
community providers, West Chester University, and government agencies in early 2014. This
Planning Team identified eight regional agency and six CASD staff members to participate in
the 5-day YMHFA training program to become a certified trainer by the end of 2014.
Ms. Linda Hershey, the primary Student Assistant Liaison assigned to CASD, was appointed as
the coordinator/lead trainer in August 2014. Her duties included recruitment, training logistics,
data collection, and liaison to evaluator. Recruitment for YMHFA training included means of
flyers, emails, and word of mouth. John Reid, CASD Director of Pupil Services / Data &
Assessment, helped to coordinate CASD employee trainings, while Dana Heiman, Senior Vice
President, Linda Hershey, and other trainers assisted in community member recruitment.
Evaluation Aim #2: To improve participant mental health knowledge, attitudes, and
confidence in dealing with youth with a mental health or substance use problem from
pretest to immediate posttest to 3-/6-month follow-up
Research Design:
Evaluation Aim #2 was assessed via a pre-experimental one-group pretest-posttest-3/6-month
follow-up program evaluation design. At the time of this report, only pretest and posttest data
were available. Trained adults were asked to complete a packet of surveys measuring
knowledge, attitudes, and confidence outcomes before the training, immediately after the 8-hour
training, and approximately 3/6 months later.
Participants:
The Brandywine Health Foundation, located in Coatesville, PA, as well as the partnering
agencies have through word of mouth informed local agencies (especially those who work or
deal with youth) of the opportunity to have their employees and volunteers trained in Youth
Mental Health First Aid for no charge by our certified trainers. The partnering agencies include:
Community Care Behavioral Health
Chester County Dept. of Juvenile Probation
Chester County Dept. of Emergency Svcs.
Chester County Dept. of Mental
Health/Intellectual & Developmental Disabilities
The COAD Group
Child Guidance Resource Centers
Human Services, Inc.
Gaudenzia, Inc.
COMPEER
ChesPenn Health Services
Coatesville Ministerium
Coatesville Youth Initiative
CASD Parent Liaison Group
West Chester University Col. of Health Sci.
The Police Departments of:
City of Coatesville
Caln Township
East Fallowfield Twp.
Valley Twp.
West Brandywine Twp.
West Caln Twp.
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The participants of this evaluation were adult (18y+) employees and volunteers of Coatesville
area organizations, residents, or members of Coatesville entities who request the training for
their employees or members. If any organization/entity requests the YMHFA training for their
adult employees, volunteers, and/or members, Linda Hershey, the lead training coordinator and
certified trainer, was notified and arranged the day/time for the training.
The lead evaluator trained the lead certified YMHFA trainer, Linda Hershey, and the other
YMHFA trainers (1) to hand out the Informed Consent Forms to those adults in attendance at
the trainings, (2) read a script introducing them to the training and evaluation, (3) to answer any
questions, and (4) to collect all forms/surveys and keep them in a locked filing cabinet at their
place of employment until they can be picked up by the principal investigator following each
training. No incentives were given to any adult for participating in the evaluation.
Procedures:
Thirteen certified trainers were trained to deliver the curriculum, administer the informed
consent, and pretests/posttests. On-going supervision by in-person meetings was given
throughout the course of the program administration. The grant timeline is from 2014-2018. This
report only includes the trainings delivered in 2014.
The procedure of informed consent and data collection at each training includes the following.
At the beginning of the YMHFA training, the certified YMHFA trainer has been instructed to
disseminate a hard copy of the Informed Consent Form, read the introductory script asking them
to read and sign the consent form and listed an email on a separate piece of paper for the 3/6month online survey invitation if they wish to participate, and answer any questions from
participants. The certified YMHFA instructor then collects the signed consent forms and passes
out the pretest survey packets. Once pretests are complete, the training begins. Trainings are
held in three formats: one 9-hour day, two 4.5-hour days, or three 3-hour days. Fidelity of
training across instructor is captured on a Trainer Summary Form where trainers (1) report what
presentation slides were formerly covered in the training and (2) comment on the training flow,
audience, and any other extraneous conditions during the training.
At the completion of the training, the certified trainers read a post-test script and hand out the
posttest survey, as well as the National Council on Behavioral Health’s NCBH Course
Evaluation Form that is required to be completed by the National Council on Behavioral Health
to become certified in Youth Mental Health First Aid. In order to receive their certificate,
participants complete the anonymous NCBH Course Evaluation Form and turn into the
instructor. The NCBH Course Evaluation Forms are only provided to the program evaluator for
inclusion in the evaluation if the participants provided their informed consent at the beginning of
the training. The 3/6-month follow-up survey will be placed into Qualtrics and at three or six
months each participant who provided informed consent at the pretest will receive an email
invitation to participate in the survey. After consultation with the evaluation team, the follow-up
period was changed from 6- to 3-months following the 5th training. No follow-up survey results
are reported in this preliminary report.
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Measures:
Mental Health Knowledge: A 15-item Mental Health Knowledge scale was used to assess
knowledge about youth-specific mental health items. Initially, the Knowledge survey (Youth
Mental Health Opinions Quiz) included with the YMHFA training was used during the first two
training sessions in August 2014; however, trainers identified this survey was also used to
assess the adult MHFA training and all items may not be relevant to the youth version.
Therefore, the lead evaluator compiled a list of possible relevant items from published literature,
the adult MHFA knowledge survey, and created 20 items from review of the instructor manual.
This compiled list was sent to the initial 8 certified trainers in September. Trainers were asked to
rate relevance and to modify wording of any items. Results were summed, provided to trainers.
Consensus at an in-person meeting resulted in the 15-item scale which retained 6 items from
the Adult MHFA survey and added 9 newly created items. Individual items and a summary
score were analyzed for participants attending trainings #3-9.
Mental Health Attitudes: The 8-item Mental Health Attitudes scale was drawn from Drexel
University’s (2013) social distance items, used also by researchers Jorm and Kitchner. These
items measured perceived social distance from persons living with mental health disorders and
were assessed on a 4-pt Likert scale ranging from 0 (Very unlikely) to 3 (Very likely). Items b-h
were reversed in order to have the higher response option as the more favorable attitude.
Therefore, the final scale ranged from 0-3, with 3 more favorable attitude towards persons living
with mental health disorders (i.e., less desire for more social distance).
Confidence: The 8-item Confidence scale included on the YMHFA Course Evaluation was also
included at pretest. Items are directly linked to the 5-step action plan (ALGEE) taught in the
training. This includes: Assess risk of suicide or harm, Listen non-judgmentally, Give
reassurance and information, Encourage person to get appropriate professional help, and
Encourage self-help strategies. These items were assessed by a 5-pt Likert scale ranging from
0 (Strongly disagree) to 4 (Strongly agree), with 4 representing more confidence. These items
were also measured at pretest, immediate posttest, and will be measured at the 3-/6-month
follow-up assessment.
Behavior: Items were compiled that measured frequency and type of help offered to youth
experiencing a mental health challenge or crisis after an extensive literature review. Items were
drawn from Jorm et al. (2010) and Kitchener & Jorm (2002) and subsequently modified. These
items measured the frequency and type of help participants provide to youth experiencing
mental health challenges or crises in the past six months. All behavior items will be measured at
pretest and 3-/6-month follow-up.
Demographic Characteristics: Demographics were collected at the posttest including age group,
gender, and race. Three items were also measured on the pretest measuring mental
health/substance abuse professional status, contact with youth at place of employment, and
contact with youth at home.
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Process Evaluation – Program Satisfaction: The posttest process evaluation included closeended items on course satisfaction, recommendation of course to others, instructor satisfaction,
reasons for attending the course, and in what roles the YMHFA training will be of use. Openended questions included (1) overall response to the course, (2) course strengths, (3) course
weaknesses, and (4) issues/topics expected to be covered but were not addressed in the
course. Since it was anticipated to see different comments based on being a mental health
professional or not, the open-ended comments were compiled by those who reported they were
employed as a mental health/substance abuse professional and those who were not.
Process Evaluation – Trainer Fidelity: To ensure trainers delivered all content at each training, a
trainer summary form was developed where trainers were instructed to indicate what
presentation slides were not covered and why. The trainer summary form also assessed training
format, primary group served, location of training, number of attendees, number participating in
the evaluation (consented), and number of attendees obtaining the certificate of completion.
Statistical Analysis:
Pretest and posttest assessments were designed to measure any improvements in knowledge,
attitudes, and confidence in helping youth with mental health problems. The de-identified data
were and continue to be entered into SPSS for analysis and include descriptive and inferential
statistics. Each set of outcomes were analyzed with the appropriate statistical procedure
presented under the Preliminary Results section in this report.
Evaluation Aim #3: increase the number of referrals of CASD youth to the three
behavioral health/substance abuse agencies in the Coatesville, PA region (including
Child Guidance Resource Centers [CGRC], Human Services, Inc., and Gaudenzia)
Evaluation Aim #3 was and will continue to be examined by acquiring the number of CASD
referrals of youth and referrals of youth residing in the CASD (but not specific referrals from the
CASD) from the three Coatesville-area behavioral health/substance abuse agencies -- Child
Guidance Resource Centers [CGRC], Human Services, Inc., and Gaudenzia. Number of
referrals is routinely collected per month by each of the three agencies and does not contain
any identifiable data about the youth themselves beyond if it was a referral from CASD or not.
Hence, a time-series design will be utilized to identify if number of referrals increased in the
months before to after the trainings – monthly referral data from 2013 to 2018 will be utilized.
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Evaluation Aim #4: To decrease the percentage of CASD students 12-18 reporting they
were feeling depressed/sad most days from pre- to post-trainings as captured by the
publicly available Pennsylvania Youth Survey (PAYS) data (these data are de-identified
and free to public for access)
This aim was and will continue to be assessed by examining the publicly available and deidentified Pennsylvania Youth Survey (PAYS) county reports available at:
http://www.episcenter.psu.edu/pays. These anonymous data are cross-sectional in nature and
collected every two years by Penn State University. The surveys are administered to public
school students in 6th, 8th, 10th, and 12th grades. Another time-series design will thereby be
employed to examine the one PAYS question “C2. In the past 12 months have you felt
depressed or sad MOST days, even if you feel OK sometimes?” every two years (2011, 2013,
2015, and 2017). Data are split by student participants in CASD, Chester County, and the state
of Pennsylvania. Findings for years 2011 and 2013 are included in this report.
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PRELIMINARY RESULTS
Evaluation Aim #1:To train a select number of CASD and key agency staff members as
YMHFA trainers and provide the YMHFA training to key CASD staff, parents of CASD
students, community members, and residents
Planning Team
The Brandywine Health Foundation established an Planning Team of key leaders from CASD,
the provider community, West Chester University, and government agencies in early 2014. The
Youth Mental Health Advisory Board was established with the first meeting held in February
2015, meeting the overall Initiative Goal #1.
Certification of YMHFA Trainers
From initiative start in August 2014 to December 2014, eight community agency and six CASD
staff members successfully completed the 5-day National Council of Behavioral Health’s
YMHFA training to serve as YMHFA trainers (see Table 1a). This meets the overall Initiative
Goal #2 to train four CASD staff members, Ms. Linda Hershey (primary Student Assistant
Liaison assigned to CASD), and three Child Guidance Resource Center (CGRC) staff members
by the end of the four year grant.
Table 1a. Persons Trained as YMHFA Trainers, August – December 2014 (n = 14)
Trainers
Title and Affiliation
Community Agency Staff (n = 8)
Linda Hershey (Training
SAP Liaison/Prevention Specialist, Coatesville Area School
Coordinator)
District; The COAD Group, Exton, PA
Consultant, Community Outreach/Education, Chester County
Tracy Behringer
Colleen Cooney
Cindy Kropp
Beth Quinn
Jacquelyn Taylor
John Lacreta, MEd
Andy Kind-Rubin, PhD
Mental Health/Intellectual & Developmental Disabilities MH/IDD,
West Chester, PA
Staff Development Coordinator, Child Guidance Resource
Center (CGRC) – Havertown, PA
Child Guidance Resource Center (CGRC), Coatesville, PA
Volunteer, Mental Health First Aid Instructor – Adult, Youth,
Public Safety, Berwyn, PA
Executive Director, The COAD Group, Exton, PA
Clinical Case Manager, Child Guidance Resource Center
(CGRC), Lima Detention Center, Lima, PA
VP for Clinical Services, Child Guidance Resource Center (CGRC),
Havertown, PA
Coatesville Area School District (CASD) Staff (n = 5)
John Reid
Director of Pupil Services / Data & Assessment
David Krakower
Director of High School & Curriculum Instruction / Special
Education 6-12
Jennifer Miller
Jason Palaia
Director of Elementary Education & Curriculum Instruction 35 / Special Education K-5
Krista Kapczynski
Dr. Teresa Powell
Director of Middle School Education Curriculum & Instruction
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Summary of 2014 YMHFA Trainings
Table 1b summarizes the nine YMHFA Trainings delivered from August – December 2014. Out
of the nine trainings, seven were primarily attended by CASD employees; whereas, two
trainings were directed toward the community. Overall, 196 persons were in attendance, with
180 (91.8%) consenting to participate in the WCU program evaluation and 181 (92.3%)
receiving the YMHFA Attendance Certificate from the National Council. Persons who did receive
the certificate of completion all had to leave the training early for various reasons.
More specific attendee CASD or non-CASD organizational affiliation information was only
collected following the 4th training session (see Table 1c for more information).
Table 1b. Summary of 2014 YMHFA Trainings, August - December 2014
Dates
Training
Format
Training
Location
Primary Attendee
Affiliation
1
8/21-22/
2014
Two 4.5hr
days
CASH
2
4
11/15/14
5
11/25 &
12/10/14
11/25 &
12/10/14
12/2,
12/9, &
12/16/14
12/2930/14
12/2930/14
Two 4.5hr
days
One 9hr
day
One 9hr
day
Two 4.5hr
days
Two 4.5hr
days
Three 3hr
days
CASH
3
8/21-22/
2014
11/4/14
CASD Employees –
Nurses and Mental
Health Specialists
CASD Employees –
Guidance Counselors
CASD Employees –
Secretaries
Community
Training
6
7
8
9
Two 4.5hr
days
Two 4.5hr
days
CASH
Courtyard
Marriott
CASH
CASH
Brandywine
Health
Center
CASH
CASH
No. in
Attendance
at Start of
Training
n
18
Receiving
Certificate of
Completion
n
14
%
77.8
20
12
60.0
21
21
100.0
29
29
100.0
CASD – Cafeteria
Workers
CASD – Cafeteria
Workers
Community
26
26
100.0
21
21
100.0
16
15
93.7
CASD Employees –
Custodial Staff
CASD Employees –
Custodial Staff
2014 Total
22
20
90.9
23
23
100.0
196
181
92.3
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Attendee Organizational Affiliation and
CASD Parent/Guardian Status
Among all attendees (n = 196) from August
to December 2014,152 (78%) were
employed by CASD, 37 (19%) were not,
while 7 attendees’ affiliation was
unknown/missing (see Table 1c). The 152
CASD employees represented all 11 schools
across the district. It is important to note,
however, specific CASD affiliation and
parental/guardian information were only
collected following the 4th training,
underestimating representation from each
school. The key CASD staff reached during
the 2014 training sessions included guidance
counselors, mental health specialists,
nurses, school secretaries, cafeteria
workers, and custodians. Other CASD staff
trained (but in fewer numbers) included a
teacher, teacher aide, sub-teacher,
attendance secretary, dual manager, oneon-one LS aide, two athletic coaches, and
two persons in food service. Therefore, the
overall initiative goal #3 was met given over
90 key CASD staff from all district schools
were trained in year 1. Targeted CASD
employee recruitment for the YMHFA
training in 2015 will include school police,
teachers, classroom aides, attendance
takers, school bus drivers, and athletic
coaches.
Table 1c. Affiliation of YMHFA Training Attendees,
August – December 2014 (n = 196)
Characteristic
n (%)
Employed by Coatesville Area School
District (CASD)
Yes
152 (77.6)
No
37 (18.9)
Missing
7 (3.6)
†
CASD Employee Affiliation
School (could check all that apply)
Coatesville Area High School
37
North Brandywine Middle School
15
Scott Middle School
13
South Brandywine Middle School
9
Turning Point
4
Caln Elementary School
6
East Fallowfield Elementary School
3
Friendship Elementary School
7
King’s Highway Elementary School
6
Rainbow Elementary School
14
Reeceville Elementary School
8
CASD Job Title (could check all that apply)
Cafeteria Worker
43
Custodian
43
School Secretary
21
Guidance Counselor
20
Combined Nurse/MH Specialist
18
Athletic Coach
2
Teacher
1
Teacher Aide
1
Attendance Secretary
1
Other
5
Parent/Guardian of CASD Student†
Yes
25 (12.8)
No
101 (51.5)
Missing
70 (35.7)
†Specific organizational affiliation and CASD parent/guardian data
Attendees who were not employed by CASD
only captured after 4th training; hence, numbers are
(n = 37) represented a number of community
underestimated.
agencies including: Brandywine Health
Foundation, Chester County Intermediate Unit, Coatesville Area Public Library, Coatesville
Youth Initiative, Girl Scouts, PA Housing Finance Agency, Twin Valley School District, and a
regional church. Job titles of the attendees included those of behavior support therapist, board
member, CEO, Social Service Compliance Officer, Counselor, Girl Scouts Leader, LPN, State
Constable, Sub-Teacher, and Youth Services Librarian.
Lastly, attendees following the 4th training were asked if they were a parent or guardian of a
CASD student. Out of the 108 attendees in trainings #5-9, 25 (23%) reported being a
parent/guardian of a CASD student.
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Evaluation Aim #2: To improve participant mental health knowledge, attitudes, and
confidence in dealing with youth with a mental health or substance use problem from
pretest to immediate posttest to 3/6-month follow-up
Demographics of YMHFA Attendees
Participating in the Evaluation
Only pretest and immediate posttest
results are available for this 2014
report. One hundred-eighty
attendees agreed to participate in
the program evaluation, resulting in
a 92% participation rate. Table 2a
summarizes the demographics of
these 180 participants. Two-thirds
were female and various races were
represented in the evaluation - White
(54%), Black (21%), Hispanic (4%),
of other race(s) (9%), or missing
race (13%). Participant ages ranged
from the 18-24y to the 61-80y age
groups. Approximately threequarters were between the ages of
25-60y, with 13% between the ages
of 61-80y.
Participants were also asked three
questions to capture professional
mental health experience and any
contact with youth at a place of
employment or home. Approximately
14% of participants were employed
as a mental health or substance
abuse professional and 54% worked
with youth at a place of employment
but not as a mental health/substance
abuse professional. Fifty-three
percent also noted having regular
contact with youth in their home.
Table 2a. Demographic Summary of YMHFA
Training Attendees Participating in the YMHFA
Program Evaluation (n = 180)
Characteristic
n (%)
Gender
Male
38 (21.1)
Female
122 (67.8)
Missing
20 (11.1)
Race/Ethnicity
Black or African-American
37 (20.6)
Caucasian or White
97 (53.9)
Hispanic or Latino Origin
7 (3.9)
American Indian or Alaskan
4 (2.2)
Native
Asian
3 (1.7)
Two or More Races
1 (0.6)
Other
8 (4.4)
Missing
23 (12.8)
Age Group, y
18-24
4 (2.2)
25-44
54 (30.0)
45-60
79 (43.9)
61-80
24 (13.3)
Missing
19 (10.6)
Employed as a mental health or substance abuse
professional
Yes
26 (14.4)
No
141 (78.3)
Missing
13 (7.2)
Work with youth at place of employment, but not
employed as a mental health or substance abuse
professional
Yes
98 (54.4)
No
69 (38.3)
Missing
13 (7.2)
Have regular contact with a child or adolescent in the
home (e.g., parent/guardian, grandparent, etc.)
Yes
96 (53.3)
No
73 (40.6)
Missing
11 (6.1)
15
02.09.15
Pretest-Posttest Mental Health Knowledge Scale
Pretest-posttest mental health knowledge survey results are depicted in Table 2b. The
knowledge survey contained 15 items, rated by participants as agree/true, disagree/false, or
don’t know. The items were coded as correct or incorrect and summed to form a summary score
(0-15 correct). The don’t know option was coded as an incorrect response.
Overall mental health knowledge statistically improved from pretest (M = 9.5 correct out of 15,
SD = 3.1) to posttest (M = 11.9 correct out of 15, SD = 2.6), t(129) = -11.7, p = .000.
Specifically, using McNemar tests, 11 items demonstrated statistical improvement from pretest
to posttest in the percent of participants answering with a correct response. Among these 11
items, seven items showed greater than a 20% increase in the correct response from pretest to
posttest.
Seven items demonstrated a large statistical improvement greater than a 20% increase in a
correct response from pretest to posttest:







Not a good idea to ask someone if they are feeling suicidal in case you put the idea in
their head (false) [48% at pretest to 81% at posttest correct]
First-aider can distinguish a panic attack from heart attack (false) [34% to 60% correct]
Mental health problems often develop during adolescence/young adulthood (true) [56%
to 89% correct]
Youth are often resilient when they face difficulties (true) [49% to 77% correct]
Dramatic changes in hygiene/weight in an adolescent do not signal possibility of a
mental disorder (false) [58% to 79% correct]
Medications combined with therapy/other treatment may be more effective than either
treatment alone (true) [68% to 90% correct]
When a youth tells you they are thinking about suicide, it is important to ask if they have
a plan for completing suicide (true) [36% to 87% correct]
Four items demonstrated a statistically small to moderate improvement in percent correct
from pretest to posttest:




People with mental health problems tend to have better outcome if family
members/support systems not critical of them (true) [71% to 83% correct]
Mental health first aid teaches people to diagnose or provide treatment (false) [59% to
78% correct]
Mental health disorder is a diagnosable illness affecting person’s thinking/emotional
state/behavior as well as disrupting ability to attend to school/work, carry out daily
activities, and engage in satisfying relationships (true) [82% to 92% correct]
If a youth is in immediate danger, but parents do not want help, it is recommended to
respect the family’s wishes and not offer more support (false) [68% to 85% correct]
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02.09.15
Three items did not show statistical improvement from pretest to posttest due to the majority of
participants getting it correct at both pretest and posttest, indicating high pretest awareness.



Language we use when talking to a young person about mental health concerns can
have a significant impact on the outcome (true) [89% to 92% correct]
Adolescents may injure themselves for other reasons besides suicide (true) [87% to 89%
correct]
Listening nonjudgmentally to a youth makes it easier for a youth to talk about their
problems and ask for help. [92% to 95% correct]
The last item exhibited a low percent of correct responses at both pretest and posttest. The
evaluation and trainer committees will reevaluate this item for relevance and/or a training
content implementation issue.

If someone has a traumatic experience, it is best to make them talk about it as soon as
possible (false) [51% to 43% correct]
17
02.09.15
Table 2b. Pretest-Posttest Change in Mental Health Knowledge, YMHFA Trainings August –
December 2014 (n = 131 completers of revised knowledge survey)†
Pretest
Posttest
n (%) with
n (%) with
Item
correct
correct
p
response
response
a. It is not a good idea to ask someone if they are feeling
63 (48.1)
106 (80.9)
.000*
suicidal in case you put the idea in their head. (D)
b. If someone has a traumatic experience, it is best to
67 (51.1)
56 (42.7)
.117
make them talk about it as soon as possible. (D)
c. A first-aider can distinguish a panic attack from a heart
45 (34.4)
79 (60.3)
.000*
attack. (D)
d. People with mental health problems tend to have a
better outcome if family members or other support
93 (71.0)
109 (83.2)
.002*
systems are not critical of them. (A)
e. The language we use when talking to a young person
about mental health concerns can have a significant
116 (88.5)
120 (91.6)
.454
impact on the outcome. (A)
f. Mental health first aid teaches people to diagnose or to
77 (58.8)
102 (77.9)
.000*
provide treatment. (D)
g. Mental health problems often develop during
73 (55.7)
117 (89.3)
.000*
adolescence or young adulthood. (A)
h. A mental health disorder is a diagnosable illness that
affects a person’s thinking, emotional state, and
behavior, as well as disrupts the person’s ability to
107 (81.7)
121 (92.4)
.004*
attend to school/work, carry out daily activities, and
engage in satisfying relationships. (A)
i. Youth are often resilient when they face difficulties. (A)
63 (48.5)
100 (76.9)
.000*
j. Dramatic changes in hygiene and weight in an
adolescent do not signal the possibility of a mental
76 (58.0)
103 (78.6)
.000*
disorder. (D)
k. Adolescents may injure themselves (e.g., cutting,
picking, self-hitting, or burning) for other reasons
114 (87.0)
117 (89.3)
.678
besides suicide. (A)
l. Listening nonjudgmentally to a youth makes it easier for
a youth to talk about their problems and ask for help.
121 (92.4)
125 (95.4)
.388
(A)
m. Medications combined with therapy or other treatment
89 (67.9)
118 (90.1)
.000*
may be more effective than either treatment alone. (A)
n. If you feel a youth is in immediate danger from a
mental health crisis, but their parents tell you they do
89 (67.9)
111 (84.7)
.000*
not want any help, it is recommended to respect the
family’s wishes and not offer more support. (D)
o. When a young person tells you they are thinking about
suicide, it is important to ask if they have a plan for
47 (35.9)
114 (87.0)
.000*
completing suicide. (A)
Mean ± SD
Mean ± SD
p††
Knowledge Summary Score (0 - 15 correct)
9.5 ± 3.1
11.9 ± 2.6
.000*
†
The knowledge survey was revised following first two trainings; hence, this analysis includes only the
remaining seven trainings in 2014. ††A paired t-test demonstrated significance, t(129) = -11.7, p=.000.
18
02.09.15
Pretest-Posttest Mental Health Attitudes Scale
Table 2c presents the pretest-posttest 8-item mental health attitudes scale results. These items
measured perceived attitude toward interacting or being socially close to a person experiencing
a mental health challenge or towards these persons in general. The recoded scale for each item
ranged from 0 -3 with 3 being the most favorite attitude towards person living with mental health
challenges or crises (aka, low social distance).
Seven out of the eight items showed small statistical improvement in attitudes from pretest to
posttest. All pretest averages started at pretest as somewhat favorable to highly favorable;
therefore, moderate to large improvements was not expected.
Attitude items showing a small statistical improvement from pretest to posttest include:







I feel that having a mental health challenge or crisis is a sign of weakness.
I would willingly accept a person who has a mental health challenge as a close friend.
I would move next door to a person who shows signs and/or symptoms of a mental
health challenge (e.g., depression, anxiety, etc.).
I would select a seat next to a person who shows signs and/or symptoms of a mental
health challenge (e.g., depression, anxiety, etc.).
I would engage in a conversation with a person who shows signs and symptoms of a
mental health challenge (e.g., depression, anxiety, etc.).
I believe there are effective treatments and supports for persons with mental health
challenges.
I believe that recovery is possible for people with mental health challenges.
One item did not exhibit improvement:

I do not fear interacting with persons who are experiencing mental challenges or crises.
Overall, participants displayed a favorable attitude towards interacting or being socially close to
a person experiencing a mental health challenge/crisis.
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Table 2c. Pretest-Posttest Change in Attitudes towards Persons with Mental Health
Challenges or Crises, August – December 2014 (n = 159 with complete pretest-posttest
data)
Pretest
Posttest
Item†
M ±SD
M ±SD
p
†
a. I feel that having a mental health challenge or
crisis is a sign of weakness.
2.6 ± 0.7
2.8 ± 0.6
.001*
b. I would willingly accept a person who has a
mental health challenge as a close friend.
2.4 ± 0.8
2.6 ± 0.6
.018*
c. I do not fear interacting with persons who are
experiencing mental challenges or crises.
2.4 ± 0.9
2.4 ± 0.9
.693
d. I would move next door to a person who shows
signs and/or symptoms of a mental health
challenge (e.g., depression, anxiety, etc.).
2.1 ± 0.9
2.3 ± 0.8
.000*
e. I would select a seat next to a person who
shows signs and/or symptoms of a mental health
challenge (e.g., depression, anxiety, etc.).
2.1 ± 0.8
2.2 ± 0.8
.031*
f. I would engage in a conversation with a person
who shows signs and symptoms of a mental health
challenge (e.g., depression, anxiety, etc.).
2.4 ± 0.8
2.5 ± 0.6
.005*
g. I believe there are effective treatments and
supports for persons with mental health
challenges.
2.8 ± 0.5
2.9 ± 0.4
.002*
h. I believe that recovery is possible for people with
mental health challenges.
2.6 ± 0.6
2.9 ± 0.4
.000*
Items were measured from 0-3, with 3 being the most favorable attitude towards persons living with
mental health challenges or crises.
20
02.09.15
Pretest-Posttest Confidence in Interacting/Helping Youth with Mental Health Challenges/Crises
Table 2d presents participants’ pretest-posttest ratings of confidence in applying the YMHFA
ALGEE 5-step action plan to helping youth experiencing a mental health challenge or crisis. The
eight items were rated on a 5-pt scale from 0-4, with 4 representing the highest rating of
confidence.
Table 2d. Pretest and Posttest Perceived Level of Confidence in Interacting and Helping
Youth with Mental Health Challenges or Crises, August – December 2014 (n = 159 with
complete pretest-posttest data)
Perceived Level of Confidence in the following items†:
Pretest
Posttest
M ±SD
M ±SD
p
a. Recognize the signs and symptoms that a young person
2.8 ± 1.0
3.4 ± 0.8
.000*
may be dealing with a mental health challenge or crisis.
b. Reach out to a young person who may be dealing with a
3.3 ± 0.9
3.4 ± 0.7
.195
mental health challenge.
c. Ask a young person whether s/he is considering killing
2.7 ± 1.2
3.3 ± 0.9
.000*
her/himself.
d. Actively and compassionately listen to a young person in
3.5 ± 1.0
3.6 ± 0.7
.173
distress.
e. Offer a distressed young person basic “first aid” level
3.0 ± 1.0
3.4 ± 0.7
.000*
information and reassurance about mental health
problems.
f. Assist a young person who may be dealing with a mental
3.4 ± 0.9
3.5 ± 0.7
.066
health problem or crisis to seek professional help.
g. Assist a young person who may be dealing with a mental
3.4 ± 1.0
3.5 ± 0.7
.144
health problem or crisis to connect with appropriate
community, peer, and personal supports.
h. Be aware of my own views and feelings about mental
3.3 ± 0.9
3.5 ± 0.7
.025*
health problems and disorders.
†
Items were measured from 0-4, with 4 being the most confidence in interacting with persons living with
mental health challenges or crises.
Specifically, four of the eight items demonstrated small statistical improvements from pretest to
posttest. Again, it is important to note that participants’ confidence was moderately high at
pretest for these items.
These items showing small statistical improvement from pretest to posttest include:




Recognize the signs and symptoms that a young person may be dealing with a mental
health challenge or crisis.
Ask a young person whether s/he is considering killing her/himself.
Offer a distressed young person basic “first aid” level information and reassurance about
mental health problems.
Be aware of my own views and feelings about mental health problems and disorders.
21
02.09.15
Four items did not demonstrate statistical change from pretest to posttest. Participants rated
high confidence at pretest in being able to implement the remaining four non-statistically
significant items; therefore, a statistical improvement was not expected.




Reach out to a young person who may be dealing with a mental health challenge.
Actively and compassionately listen to a young person in distress.
Assist a young person who may be dealing with a mental health problem or crisis to
seek professional help.
Assist a young person who may be dealing with a mental health problem or crisis to
connect with appropriate community, peer, and personal supports.
Pretest Self-Reported Frequency and Type of Help Offered to Youth Experiencing Mental
Health Challenges or Crises
At pretest, participants reported the frequency and type of help they provided to youth
experiencing a mental health challenge or crisis in the past six months (see Table 2e). Sixty-one
percent reported having contact with a young person with a mental health problem in the past
six months. Overall, 28% reported being in contact with 1-4 youth, 12% with 5-9, 9% with 10-19,
and 4% in contact with 20+ youth experiencing mental health problems. Participants reported
what type of help they offered youth and could check all types that applied.
The most frequently reported types of help offered by the 180 participants included:








Spent time listening to their problem (n = 87)
Helped to calm them down (n = 81)
Referred/assisted in seeking help from a mental health professional (n = 55)
Referred/assisted in seeking help from a school counselor (n = 49)
Shared a resource (e.g., website, book, hotline) (n = 45)
Talked to them about suicidal thoughts (n = 34)
Referred/assisted in seeking help from a public community mental health agency
(n = 28)
Referred/assisted in seeking help from a crisis support center (n = 27)
These behavior questions will be asked again at the 3/6-month follow-up assessment to track
any differences in type of help offered.
22
02.09.15
Table 2e. Pretest Self-Reported Behavior in Interacting and Helping
Youth with Mental Health Challenges or Crises in the Last Six Months,
August – December 2014 (n = 180)
Items
Contact with Young Person with a Mental Health
Problem within Last Six Months
No
Yes
Missing
Approximate No. of Youth?
0
1-4
5-9
10-19
20 or more
Unsure
Missing
Type of Help Offered (could check all that apply)
Spent time listening to their problem
Helped to calm them down
Talked to them about suicidal thoughts
Shared a resource (e.g., website, hotline)
Referred/assisted in seeking professional help or
community support from:
Primary care physician or family practitioner
Mental health professional
School counselor
Public community mental health agency
Private community mental health agency
Crisis support center
Suicide hotline
Religious leader/clergy
Other professional/community source
Called emergency responder
Other help provided
n (%)
64 (35.6)
109 (60.6)
7 (3.9)
41 (22.8)
51 (28.3)
21 (11.7)
17 (9.4)
8 (4.4)
8 (4.4)
34 (18.9)
87 (48.3)
81 (45.0)
34 (18.9)
45 (25.0)
24 (13.3)
55 (30.6)
49 (27.2)
28 (15.6)
15 (8.3)
27 (15.0)
11 (6.1)
17 (9.4)
12 (6.7)
13 (7.2)
5 (2.8)
23
02.09.15
Posttest Process Evaluation – Program Satisfaction
Participants provided closed-ended feedback on program satisfaction at posttest (see Tables 2f
and 2g).
In participants who responded to the closed-ended program satisfaction items,
 96% of respondents agreed or strongly agreed that the course goals were clearly
communicated, the goals/objectives were achieved, and that the course content was
practical/easy-to-understand.
 92.5% agreed or strongly agreed that that they had adequate opportunity to practice the
skilled learned
 More than 95% agreed or strongly agreed that the course instructors’ presentation skills
were engaging/approachable, instructors demonstrated knowledge of the material
presented, and facilitated activities/discussion in a clear/effective manner.
 97% would recommend the YMHFA training course to others
Over half (63%) reported they attended the course because their employer asked or assigned
them, while 22% reported personal interest in the course. Approximately 72% of participants
noted the YMHFA training will be of use to them at their workplace. Close to half reported the
training to be of use as a parent/guardian (48%), family/member (49%),and/or as a peer/friend
(43%).
Four open-ended items provided participants with the opportunity to provide feedback to the
following questions: (1) overall response to course, (2) course strengths, (3) course
weaknesses, and (4) any issues/topics expected the course to cover which it did not address.
These responses are provided in Tables 2h-k and split by participants reporting they were a
mental health or substance abuse professional or not. Themes will be generated in the future to
identify the most frequently occurring themes for each question by professional status.
24
02.09.15
Table 2f. Posttest Process Evaluation – Overall Course and Instructor Satisfaction
(n = 159)
Items
Mean ± SD†
n (%)†† Reporting
Strongly Agree or
Agree
Overall Course Evaluation
Course goals clearly communicated
4.6 ± 0.7
154 (96.3)
Course goals and objectives achieved
4.6 ± 0.7
154 (96.3)
Course content practical and easy to understand
4.6 ± 0.6
154 (96.3)
Adequate opportunity to practice skills learned
4.4 ± 0.8
148 (92.5)
Instructor Engaging
Instructor #1
154 (95.7)
Instructor #2
154 (95.7)
Instructor Knowledgeable
Instructor #1
156 (96.9)
Instructor #2
156 (96.9)
Instructor Clear/Effective
Instructor #1
155 (96.3)
Instructor #2
154 (95.6)
†
Items measured from 1-5, with 5 being strong agreement with the statement.
Percent represents the valid percent out of those answering the item.
††
Table 2g. Posttest Process Evaluation – Satisfaction and Reasons for
Attendance (n = 159)
Items
n (%)
†
Would Recommend Course to Others
Yes
152 (84.4)
No
5 (2.8)
Missing
23 (12.8)
Reason Attended Course (could check all that apply)
Employer asked/assigned me
115 (63.9)
Personal interest
40 (22.2)
Other professional development
26 (14.4)
Community or volunteer interest
15 (8.3)
Other
5 (2.8)
In What Role Will YMHFA Training Be of Use
(could check all that apply)
At work
As parent/guardian
As family member
As peer/friend
As volunteer/mentor
Other
129 (71.7)
87 (48.3)
89 (49.4)
77 (42.8)
58 (32.2)
12 (6.7)
†
In just those participants responding to this question (n = 157), 97% would recommend the
course to others.
25
02.09.15
Table 2h. Open-Ended Participant Feedback - Participant Overall Response to Course by
Mental Health/Substance Abuse Practitioner Status
Overall Response to Course (n = 137, 87.3% overall responding to item)
Mental Health/Substance Abuse Practitioners (n = 18)
As a counselor it is mostly review but it would be very beneficial to teachers and other staff who
don't make referrals to counselors
Excellent
Good information
Good presentations, easy to follow, good materials
Great
Great course; kind of redundant info for guidance counselors
Helpful
I don't feel it was helpful to me as my standards for reporting/questioning/involvement with crisis
situations are much more involved (*[I feel more confident that I can.. "Not as a result of this--due
to being a counselor"], recommend for people who aren't counselors
I felt I already had sufficient knowledge of the information presented prior to attending this course
I think this would be a helpful course to those not trained as a counselor. Much of this was
review as a counselor.
I truly enjoyed it
Important material offered
Informative - great job
It will be beneficial during my employment
Redundant for counselors
This course may help the general public treat those with mental health issues with more
compassion and less fear
Very important course and informative
Very well presented and run
Non-Mental Health/Substance Abuse Practitioners (n = 119)
A little too long. Repeated information too many times
A positive experience
All the information
Anyone who has any involvement with youth should take this course
Effective, beneficial
Enlightening
Excellent and Knowledgeable
Excellent information, book covers everything- 8hrs is too long- exercises not enough- would
advise role playing instead of paper practice
Excellent source of knowledge for everyone working/youth.
Excellent- everyone should take it!
Gained a lot of knowledge
Glad I attended and obtained the information
Good (n = 11)
good but could be condensed
Good course for a beginner
Good course Plenty of Knowledge
Good for people that work around kid
Good for people who work around kids
Good for people who work with children and large groups
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02.09.15
Good info, helpful
Good to know!
Good to reach a lot of people with info
Good. Could have been more informative on how cafeteria should notify teachers/staff in
situations
Great
Great beginner course
Great course Would love to take the version for adults.
Great course, glad I took it.
Great for teachers and others not trained in mental health
Helpful
Helpful
Helpful and informative
Helpful to assess and work with students with mental health situations
I am very pleased w/ what I learned. I think its valuable needed info.
I feel that the course was very interesting and can help individuals Identify mental health issues
better after going through the course.
I found it very useful
I got a lot out of it.
I learned a lot
I learned a lot and I am very glad this was offered
I learned a lot and will most likely encounter some of the scenarios presented
I learned a lot would use some of the skills in real life
I thought it was very informative
I will implement the information in my program
important to make people aware of helping someone with MH issues
Informative
Informative but long and repetitive
It is very helpful to me as both a parent and teacher
It is very informative and everyone needs to be introduced to it
It should be required every two years for all who work with kids
It was good content
It was good overview.
It was informative and helpful.
It was informative. It was more about dealing with kids, but did not differentiate between
abnormal behavior and illness
It was informing
It was something that was needed to know.
It was very informative
Learned Mental Health
Like it
Long. Draining. Foundational. See Question 23
Meh> kind of obvious info
Nicely done. Content now new, just different format.
Not what I expected. It was okay but I feel it should focus on what we should/can do not on the
'what' of mental health.
Ok
Positive
Positive and beneficial
27
02.09.15
So glad to have participated! Think that two sessions work well
That it was a good course
The course was very good but not many opportunities to use in elementary
The course was very informative. I enjoyed it a lot.
Think it is a great opportunity for all to learn more about mental health.
This course was needed and very good
This course was very helpful and I think I learned a great deal in the course
This course was very informative
This information is very pertinent for anyone working with children to be able to offer assistance
and provide support to children and families.
This is a course that will provide the information need it to deal with situations that affect our
youth.
To help the mentees I will be dealing with.
To know the different signs of mental disorder
Understanding
Very encouraging to know that we received this training
Very good
Very good course- will be helpful in my day to day job
Very good information I never knew. Helpful
Very helpful to me a mother of 3 daughters 2 of which have been/are going through a crisis
Very informational (n = 3)
Very informative (n = 3)
Very informative and educational
Very informative and useful
Very interesting, eye opening, made me feel a lot more comfortable about approaching a youth
in distress
Very knowledgeable. Eye opening. A good experience
Very sad
Very very informative! Thoroughly enjoyed, excellent speakers- make it very interesting
Very well explained
Very well put together
Was very insightful
Was very well informed about Mental Illness First Aid
Well done. Just enough information.
Well presented
Wonderful fun friendly
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02.09.15
Table 2i. Open-Ended Participant Feedback – Participant-Reported Course Strengths by Mental
Health/Substance Abuse Practitioner Status
Strengths of Course (n = 129 responding to item)
Mental Health/Substance Abuse Practitioners (n = 16)
Being able to discuss with a group of people
Class participation activities
Clear and interactive
Easy to understand
Energetic presenters
Great information
Information was clear and understandable
Keeps the listeners engaged through activities
MH awareness
Presenters very knowledgeable
Presenters- ruded with John- Manual
Role play/materials/book/opportunities to practice skills
Takes away the stigma of mental illness
This could be a life saving training for a suicidal youth- teaching others how to help a person in
crisis is a great resource.
Very knowledgeable instructors
Non-Mental Health/Substance Abuse Practitioners (n = 113)
Activities and opportunities for discussion
Addressing issues that come with neural stigma even in professions working with youth.
All
All the info (n = 2)
Awareness
Better skills to prevent a worse scenario like suicide
Clear
Content (n = 3)
Covers lot of territory
Crisis Intervention
Definitely will help with treating students
Easy to follow along- lots of opportunity to be engaged
Educators
Enhance my knowledge of mental health and that it is okay to ask if someone is thinking about
suicide
Everything (n = 2)
Examples, stories
First Aid for Mental Health
Fun, interactive, well organized
Good info for lay person
Good set up of tools and spectrum of possibilities I might face.
Got the ALGGE approach across very well!
group interaction
Hands on activities
Having information on where to turn
Hearing others' perspectives- becoming aware of mental health issues/statistics I was previously
unaware of
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Helping point out problems in children
How to deal with students
How well information was presented
How you interact yourself with the group
I learned a lot about Youth Mental Health
Increase my awareness of mental illness
Information presented in simple understandable format.- Again increase comfort level in dealing
w/situations lessened stigma
Informational
Informative (n = 3)
Instructors, good course materials, community sponsorship and support
interacting w/ professionals (speaker/students)
Interaction and games were great
Interactive Activity/Kevin Hines Video
Interactive/group activities
It gives you the info you need to help someone in need
It is a direct help in dealing with young people.
It teaches you to be a front line Identifier of problems and how to get the ball rolling toward
making qualified help accessible.
Knowing how to help in whatever way needed
Knowing what to do
Knowledge
Knowledge of content ability to make it interesting and able to relate
KNOWLEDGE OF PRESENTER THEN BACKGROUND
Knowledgeable
Learned a lot about different kinds of mental illnesses and how it effects people
Learning more about mental health
Looking at people
Mental Health Awareness
n/a (n = 3)
No pressure
Not so long
Nothing what to look for
Now really understand mental health
Overall everything
Overall understanding of mental health is good for those who don't work directly in the field.
PowerPoint/repetitive nature helpful to know our responsibilities
Practicing what we learned and discussing each topic
Presentation with various scenarios
Presenters knowledge and passion
Public Awareness
Recognizing signs
Repetition
Scenarios (real situations).
Signs what to look for and how to help
Solutions to different problems
Talking together
Teaching (me) how to respond to someone in a crisis
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The activities to reinforce our learning and materials covered in the class
The content
The different ways we can approach
The discussions
The feedback
The format and organization
The importance of language used when helping/assessing situations
The information about signs and symptoms
The information and video
The information is valuable
The information that the course offered. The exercises
The information and Kevin's video
The instructor keeping the course moving
The materials qiueh and the instruction
The presentation
The scenario questions and exercises
The story of Kevin explain the reality of the content
The strengths of the course was learning the different disorders and the signs and symptoms
The youth mental health first aid resources book/guide that was provided
Topics and issues far exceeded what I expected to learn. valuable information. Covered
important areas and challenged each individual to think beyond our personal feelings
True Story Video
Trying to help young people in lectures
Upbeat
Variety of topic
Variety of learning tools- videos, scenarios, speakers, discussion and manual
Very informative (n = 2)
Video of person/persons talking
What to do
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Table 2j. Open-Ended Participant Feedback – Participant-Reported Course Weaknesses by
Mental Health/Substance Abuse Practitioner Status
Weaknesses of Course (n=113 responding to item)
Mental Health/Substance Abuse Practitioners (n = 14)
A lot of information for 2 days
A lot of information in a short time
Does not adapt to people with previous knowledge of course content
I already knew all of the information. Did not learn anything new. Would have been more
helpful for a teacher.
I don't feel it was relevant to me as a counselor; it was actually confusing- It's hard to
separate from being a counselor to be in a role as a MH First Aider
I know this is not a great timing for counselors to be out of their buildings - other time during
the school year.
Length
Length was a little long
Maybe to short- 2 days better
N/A
No breaks - appreciate getting out sooner but difficult to sit so long
None I can think of
Nothing
Non-Mental Health/Substance Abuse Practitioners (n = 99)
2 people at the same time
A little fast at the end. Probably one more hour would have made it rush at the end
A lot of sit and listen
Already trained in mental health
Better room
Can he done in
Could be two-day to include eating disorders and autism
Course is very long and very repetitive
Felt a bit rushed
How long it was
I have back issues- long time sitting
Info not geared to professionals
Information on local providers
Instructors not in sync w/ 1 another
Instructor (s)' apparent anxiety over what came next, which slide, etc. too much discussion of
lesson plans during class
It needs to be broken into half a days
It wasn't really any weakness except maybe the length
It's easy to become bored, the info common sense or perhaps for me
Legal
Length of time- could have been somewhat condensed
Little Long
Little more time for the activities
Maybe more time, to talk about the harder topics
More case studies or stuff like
More in depth
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More interaction with the textbook
My learning style more- move over a shorter time period (2/ 4 hr or 1 hour course)
n/a
N/A (n = 6)
None (n = 8)
None noticed.
None that I noted
Not a lot you really can do to help if they really don't want it
Not addressing elementary needs- younger children. But this is a need for a different course.
Not enough differentiation between illness and non-illness. "When should treatment be
implemented"?
Not enough time for more role playing but not sure you'd get encouragement if it were changed
Not knowing
Nothing (n = 4)
Other staff should have been here
Overheads- harder to follow in the book. Copies would have been great to have as well.
People asked same questions over and over; e.g. medication
Presentation
Repeats a lot
Repetition
Repetition and waiting for everyone to finish tests
Repetitive
Rooms small- crowed together- hate the chairs!
Scenarios- it would be better to tell us what to do not just ask what to do. Too side tracked/had to
skip content.
Some info is too repetitive
Some of it is basic-but it reinforces what you know
Structure allow for 5-10 minutes breaks and a set agenda each session
Teenage youth should be allowed to take this course
Text book reading by instructors
That everyone hasn't taken this class
The constant repetition
The presentation
The time that we do not always have as secretaries to give attention needed
The weakness is that the course only covers youth disorders that may not be high in one
community
There should be more emphasis on overview of feeling comfortable in coming alongside people,
not fearing rejection in more than 1st aid more strength bases. Too A, B, C, approaches. Seems
like there are ways to shorten make it the same or better.
There was none that I could see
There were technical difficulties that were no ones fault.
Time
To finish need more time
To short
To timely
Too lengthy
too long
Too long and repetitive
Too long for a day!
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too many questions from audience
Too much at one time
very long and repetitive
Was a little long
What do we do after we determine a minor, non crisis
Would need a little more time for group discussion
You should mention adults too
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Table 2k. Open-Ended Participant Feedback: Issues/Topics Expected to Be Covered by Course,
by Mental Health/Substance Abuse Practitioner Status
Any Issues/Topics Expected the Course to Cover (n = 101 responding to item)
Mental Health/Substance Abuse Practitioners (n =13)
How diagnosis change over time
More assessment guidelines to determine level of risk. Information on additional resources
N/A (n = 6)
No (n = 4)
The responsibilities of a mandated reporter vs. ordinary citizen
Non-Mental Health/Substance Abuse Practitioners (n = 88)
All
Autism and Eating Disorders
Did not really know what to expect. But did enjoy it
Elementary age children
How to get help for students whose parents will not assist
I think providing an overview on statistics on mental health in the chester county area and follow
up on how we can use ie to address the community!
I wasn't positively sure what this class was about
It addressed mostly all of the issues described in the course
It was clear to me
N/A (n = 13)
None that I can't think off
No (n = 47)
No I thought everything was very informative
No it covered things I expected
No- no expectations
None
Our role as CASD employee, what are limits are with situations
Perhaps more discussion on resources
See above
See answer to # 21 and 23
See question 23
Self-help/support groups for illnesses (not including AA or NA)
Specific resources to refer the person to
Work in w/ our expectations
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02.09.15
Evaluation Aim #3: increase the number of referrals of CASD youth to the three behavioral health/substance abuse
agencies in the Coatesville, PA region (including Child Guidance Resource Centers [CGRC], Human Services, Inc., and
Gaudenzia)
Referral data from September to December 2014 from the three agencies are provided in Table 3. Data for the past year July 2013June 2014 were collected, but have not yet been placed in the table. Complete table is forthcoming.
Table 3. Monthly Summary of Referrals of CASD Youth across Coatesville Behavioral Health and Substance Abuse Agencies
MonthTotal No.
Type of Referral
Age
Gender
Race
Year
Agency
Referrals CASD
Other
4-10 11-13 14-19 Unk
M
F
Unk Cauc AA
Hisp Other
Sep-14 CGRC
17
0
17
7
5
5
0
11
6
0
7
4
3
2
Oct-14
Nov-14
Unk
0
HSI
2
0
2
0
0
2
0
1
1
0
1
1
0
0
0
Gaudenzia
3
2
1
0
0
3
0
1
2
0
1
2
0
0
0
TOTAL
22
2
20
7
5
10
0
13
9
0
9
7
3
2
0
CGRC
21
1
20
8
6
7
0
16
5
0
10
6
3
2
0
HSI
7
1
6
3
2
2
0
3
4
0
2
5
0
0
0
Gaudenzia
2
0
2
0
0
1
0
2
0
0
0
2
0
0
0
TOTAL
30
2
28
11
8
10
0
21
9
0
12
13
3
2
0
CGRC
32
0
33
16
6
11
0
16
16
0
11
9
6
6
0
HSI
3
1
2
2
0
1
0
1
2
0
1
1
0
0
1
Gaudenzia
3
0
3
0
0
3
0
1
2
0
2
1
0
0
0
TOTAL
38
1
38
18
6
15
0
18
20
0
14
11
6
6
1
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Table 3. Monthly Summary of Referrals of CASD Youth across Coatesville Behavioral Health and Substance Abuse Agencies
MonthTotal No.
Type of Referral
Age
Gender
Race
Year
Agency
Referrals CASD
Other
4-10 11-13 14-19 Unk
M
F
Unk Cauc AA
Hisp Other
Dec-14 CGRC
40
0
40
23
10
7
0
23
17
0
12
20
6
2
Unk
0
HSI
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Gaudenzia
2
0
2
0
0
2
0
1
1
0
0
1
1
0
0
TOTAL
42
0
42
23
10
9
0
24
18
0
12
21
7
2
0
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Evaluation Aim #4: To decrease the percentage of CASD students 12-18 reporting they
were feeling depressed/sad most days from pre- to post-trainings as captured by the
publicly available Pennsylvania Youth Survey (PAYS) data
Table 4 presents pre-YMHFA
training percentages of students
reporting having symptoms of
depression by year, grade, and
group (CASD, Chester County, and
State). The percent reported feeling
“depressed or sad most days in the
past year” increased from 33.4% to
38.9% in all CASD youth from 2011
to 2013. The percent only slightly
increased from 2011 to 2013 in
Chester County and State samples.
The 2011 and 2013 data highlight
disproportionately higher
percentages of self-reported
depression symptoms for CASD vs.
Chester County students and this
gap widens from 2011 to 2013 for
the combined samples as well as
within each grade (6th, 8th, 10th,
12th).
Table 4. Summary of Percent of Students Feeling
Depressed/Sad Most Days in the Past Year for Students
Surveyed in the Coatesville-Area School District
(CASD), Chester County, and in Pennsylvania
(Pennsylvania Youth Survey [PAYS] Data 2011 - 2017)
Year
Grade
CASD
Chester
State
County
2011
6th
26.4
20.0
27.6
8th
36.9
22.8
30.1
th
10
38.6
28.6
32.8
12th
36.0
29.2
33.4
All
33.4
25.3
31.1
th
2013
6
31.0
21.6
26.4
8th
37.9
25.0
30.9
10th
50.7
30.6
36.0
12th
38.0
29.5
32.6
All
38.9
26.6
31.7
2015
6th
8th
10th
12th
All
2017
6th
8th
10th
12th
All
Specifically, in 2011, for combined
grades, 33.4% of CASD vs. 25.3%
Chester County students reported
feeling “depressed or sad most
days in the past year.” The gap widened in 2013 with 38.9% of CASD vs. 26.6% of Chester
County students reporting symptoms. It is noteworthy to highlight 50.7% of CASD students in
10th grade vs. only 30.6% of their Chester County and 36.0% of their State counterparts
reported such feelings. These disproportionate and increasing percentages clearly demonstrate
the need for the YMHFA training. The PAYS 2015 and 2017 data, once reported, will help to
assess the impact of the YMHFA training on CASD self-reported depression symptoms.
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02.09.15
Youth Mental Health First Aid
Advisory Board
as of 3.15
Linda Thompson Adams, RN, DrPH, FAAN, Advisory Board Chair
West Chester University
Professor of Nursing and Dean
College of Health Sciences
Jerry G. Beck, Jr., BG, USA, Retired, Deputy Adjutant General
Veterans Affairs
Casey Bohrman, Assistant Professor, Undergraduate Social Work Department
West Chester University
Betty Brennan, RN, EdD, MSN, CEN, CNML, Emergency Department Director
Chester County Hospital
Bryan Burklow, CEO
Brandywine Hospital
Mel Bwint, Executive Director
Child and Family Focus
Lawrence R. Davidson, Director of Veterans Affairs
County of Chester
Chief Joseph Elias
Caln Township Police Department
Gary F. Entrekin, Administrator
Chester County Dept. of Mental Health/Intellectual & Developmental Disabilities
Claudia Hellebush, Executive Director
United Way of Chester County
James Hills, School Board Member
Coatesville Area School District
Chief Jack Laufer III
City of Coatesville Police Department
Regina Horton Lewis, Director, Special Projects
ChesPenn Health Services
Andrew Kind-Rubin Ph. D., VP for Clinical Services
Child Guidance Resource Centers
Jeanne Meikrantz, Executive Director
The ARC of Chester County
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Alan G. Morse, PhD., BCC, President
PSYVANTAGE
Dr. Richard Newman, Trustee
Marshall-Reynolds Foundation
Joseph J. O'Brien, Ed. D., Executive Director
Chester County Intermediate Unit
Joseph Pyle, MA, President
Scattergood Behavioral Health Foundation
Chaya Scott, Executive Director
Coatesville Youth Initiative
Kim Stone, M.D., Medical Director
Chester County Health Department
Dr. Cathy Taschner, Superintendent
Coatesville Area School District
Debbie Thompson
NAMI PA, Chester County
Dr. Roy Wade Jr., Pediatrician
Children’s Hospital of Philadelphia
Debbie Willett
Community Member/Child and Family Focus
Sonia Williams, Program Officer
First Hospital Foundation
Ex officio:
Jean M. Bennett, Ph.D., Regional Administrator, Region III
SAMHSA
Youth Mental Health First Aid
Planning Team Committee Members
as of 2.15
Amy Barcus, Supervisor, Coatesville
Human Services, Inc.
Tracy Behringer, Community Outreach, Education
Chester County Mental Health/Intellectual & Developmental Disabilities
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02.09.15
Jarvis Berry, Community Mobilizer
Coatesville Youth Initiative
Colleen Cooney, Staff Development Coordinator
Child Guidance Resource Centers
Kathy Feeney, Grants Administrator
Coatesville Area School District
Alyson Ferguson, MPH, Director of Grantmaking
Scattergood Behavioral Health Foundation
Linda K. Hershey, SAPLiaison/Prevention Specialist and YMHFA coordinator
The COAD Group
Krista Kapczynski, MS/LBS, Training and Consultation
Chester County Intermediate Unit
Andrew Kind-Rubin Ph.D., VP for Clinical Services
Child Guidance Resource Centers
Kimberly Kiszely, Guidance Counselor
Coatesville Area Senior High
David Krakower, Director of High School Education and Curriculum/Instruction & Special
Education 6-12
Coatesville Area School District
Cynthia M. Kropp, Director of Clinical and Administrative Services – Coatesville Office
Child Guidance Resource Centers
John LaCreta, M.Ed., Clinical Case Manager
Child Guidance Resource Centers
Stacie M. Metz, PhD, MPH, MSW, MA, Associate Professor, Department of Health
Co-Chair, Institutional Review Board
West Chester University
Jennifer Miller, Family Specialist
Reach Program/Learning Center, Chester County Intermediate Unit
Jason Palaia, Director of Special Education K-5 and Curriculum and Instruction K-5
Coatesville Area School District
Dr. Teresa Powell, Director of Middle School Education Curriculum & Instruction
Coatesville Area School District
Beth Quinn, Mental Health First Aid Instructor - Adult, Youth, Public Safety
Volunteer, Chester County Mental Health/Intellectual & Developmental Disabilities
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02.09.15
John Reid, Director of Pupil Services/Data and Assessment
Coatesville Area School District
Melissa Shannonhouse, LCSW, Director of Treatment Services
Human Services, Inc.
Jacquelyn C. Taylor, Executive Director
The COAD Group
Linda Thompson Adams, RN, DrPH, FAAN, Professor of Nursing and Dean/College of Health
Sciences
West Chester University
Christopher J. White, MBA, MA, Program Director
Gaudenzia Coatesville Outpatient
Mary Rose Worthington, Executive Director
Human Services, Inc.
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