© 2010 national technical assistance center for children’s mental health, georgetown university...

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY

Expanded School Mental Health Services (ESMH) in Baltimore City

• Past (SY ‘88-’89): 4 schools/2 provider agencies

• Present (SY 10-11): 87 schools/9 provider agencies

K-8 schools - 72

Transformation schools (grades 6-12) - 1

High schools-14

• Future: Every school


ESMH Model• Augments school resources in addressing barriers to learning attributed to

mental health concerns

• Partnerships with community mental health agencies and professionals that provide the full continuum of prevention, early identification and treatment services

• Students enrolled in general education programs

• Staffing levels are 0.5 FTE or 1.0 FTE

• Braided Funding: Baltimore City Public Schools, Baltimore Mental Health Systems, Baltimore Substance Abuse Systems, Family League of Baltimore, and the Department of Labor


ESMH Model Standards

• Category 1: School-wide Supportive Activities – 20% clinician’s time

• Category 2: Treatment Activities/Services – 50% clinician’s time

• Category 3: Group Prevention Activities – 20% clinician’s time

• Category 4: Clinician professional Development – 10% clinician’s time


Collaborative Partnerships

What is collaboration?

Collaboration is a process of participation through which groups and organizations work together to achieve desired results.


Components of Effective Collaboration

• Interdependence

• Newly created activities

• Flexibility

• Collective Ownership of Goals

• Reflection of the process


Partnerships and Common Language

Effective collaborative partnerships among key stakeholders are vital

• Schools• Families• Youth• Mental health agencies• Universities• Local mental health, public health and substance abuse

authorities


Advancing a Shared Agenda “Themes”

• Crafting a common language

• Beginning with the End in Mind: Navigating a

Sustainability Plan

• Goal(s)selected as collectively agreed upon by all

key stakeholders


Crafting a Common Language

Effective collaborative partnerships among key stakeholders are vital

• Schools• Families• Youth• Community mental health agencies• Universities• Local mental health, public health and substance abuse

authorities


Developing Collaborative Partnerships

• Advancing a shared agendaoLearn and better understand each others systemoBuild the system togetheroTransparency and trustoDirect and open communicationoCommitment to not shifting cost

• How do I help you meet your organizational goals? oHow do you do business? Do you understand how my

organization does business?oWhat are opportunities and barriers?oIdentify shared goals and needs


Collaborative Tool Exercise

Index - Collaborative Assessment Tool

developed by Mellin, E.A., Bronstein, L., Anderson-Butcher, D., Ambrose, A., Ball, A. & Green, J.H. (2009)


Navigating a Sustainability Plan• Beginning with the end in mind

• Build in a systematic way that has a systemic vision

• Partners design the system together

• Collaborative planning – goals, outcomes, budgets

• Align efforts – small shifts can make a big difference

• Shared leadership - which organization is in the strongest

position to take the lead in accomplishing a goal


Moving Towards Growth and Enhanced Quality

Goal: To implement a standardized protocol for data collection and reporting across the network of ESMH providers.



Four Purposes of Evaluation: 1. Assessment of merit and worth

2. Program and organizational improvement

3. Oversight and compliance

4. Knowledge development



1. Assessment of merit and worth – Should the programs and services be expanded? What are the effects of the programs and services? Are the programs and services yielding the desired outcomes?



2. Program and organizational improvement – What are the strengths and weaknesses of the programs and services? Are there barriers that can be removed? Does implementation follow best practice standards? What additional information is needed to facilitate the work of clinicians and their supervisors?



3. Oversight and compliance – Is there compliance with statues, rules, regulations, contract deliverables, and other mandates for effective implementation and service delivery?



4. Knowledge development – What training information is necessary to contribute to a broader understanding of effective school mental health? What opportunities exist that can offer better ways to think about the application of best practice on the local level?


Expanded School Mental Health

• Refers to programs that build on the core services typically provided by a school

• Augments services in schools by emphasizing shared responsibility

• Involves community mental health agencies

• Addresses full continuum of MH services


Evaluation in Expanded School Mental Health

• ESMH practitioners are increasingly asked to demonstrate the value of their job by producing results through data.

• Reflects overall trend in education & mental health toward increased accountability

• ESMH practitioners come from a variety of disciplinary backgrounds , some which do not emphasize evaluation/data use or have limited experience with data collection and evaluation of that data.


Evaluation in School Mental HealthWhy collect data and evaluate services?

1. To determine the effectiveness of programs,

treatments and interventions

2. To determine the impact of ESMH on:

* school climate

* academic achievement

* school attendance

* behavior (as evidenced by suspension rates)

3. To support advocacy efforts for sustainability


Evaluation in School Mental HealthWhat are the issues in terms of collecting data?

The Balancing Act: ESMH clinicians wear many hats and are expected to not only do their job as a clinician; but are also expected to collect effective and true data that demonstrate the value of their jobs.


Evaluation in School Mental Health

*Guide for Decision-Making*

© 2010 national technical assistance center for children’s mental health, georgetown university...

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