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Missouri Prevention Center. Helping Schools Evaluate Needs and Select Best Practices in Childhood Mental Health. College of Education. Agenda. Overview of Research Initial Findings Next Steps Conclusions. Research to Practice Gap. - PowerPoint PPT PresentationTRANSCRIPT
College of Education
Helping Schools Evaluate Needs and Select Best Practices in Childhood
Mental Health
Agenda
Overview of Research Initial Findings Next Steps Conclusions
Research to Practice Gap
There are a host of evidence-based practices to support the behavioral, social, and emotional health of children.
However, there is a huge gap between what we know works and what is actually used in practice.
What we know:
We have effective prevention and early school-based mental health programs available.
However, schools are inundated with innovation.
Efforts to identify and implement best practices in mental health programming and services are complicated by constantly evolving initiatives, strategies, and delivery systems.
Fewer than 30% of schools implement evidence-based programs (Ringwalt et al., 2002).
Bridging the Gap
School districts would benefit from guidelines for identifying areas of need, best practices, and a criteria for selecting the best programs.
Researchers would benefit from understanding the complexities of adoption and implementation of programs in schools.
Goals of this Research
Identify areas of need for training & MH programs
Identify barriers to implementation of MH programs
Understand how schools adopt programs and what factors influence this adoption
Work with schools toward developing a web-based tool to support schools in adopting effective practices, monitoring fidelity of implementation, and evaluate outcomes.
Step 1: Survey
Purpose: Identify most challenging MH problems Identify training needs Identify perceived intervention needs Identify barriers to implementation Assess knowledge of Evidence-based
Practices/Interventions Participants
5 Districts 27 schools 388 school personnel Grades PreK-5
Most Concerning MH Issues
1. Behavior Issues (Defiance, Disruptive Behavior, Aggression)
2. Inattention & Hyperactivity3. Family Issues4. Depression5. Bullying
Top Training Needs
Two-thirds of participants did not think they had the knowledge or skills necessary to help with students’ mental health issues.
1) Strategies for dealing with behavior problems and implementing behavior intervention plans
2) Classroom management 3) Recognizing students’ mental health
problems and knowing how to help 4) Increasing multicultural knowledge
for working with diverse students5) Engaging and working with families
Perceived “Cracks” & Barriers
1. Lack of adequate parent support programs
2. Lack of prevention programs for students with externalizing behavior problems
3. Lack of prevention programs for students with internalizing behavior problems
1. Lack of MH professional in schools
2. Difficulty obtaining parental consent/support
3. Lack of training in dealing with MH issues of students
4. Lack of funding for school-based mental health services
Cracks in Services Barriers to Providing Services
Implementing Effective Practices
89% of participants felt that schools should address the mental health needs of children.
When school personnel were asked about selecting and implementing appropriate interventions: Only 27% reported they had
adequate knowledge or training Only 28% reported having
adequate resources
Evidence-based Programs
Research to Practice Gap:
77% of participants reported that they have not heard of the term “evidence-based”
Effective practices and programs are called “evidence-based”, meaning they have been empirically evaluated and proven effective for obtaining the desired outcomes for children, schools and families.
When provided a list of evidence-based programs between 79-91% of participants had never heard of the program.
Resources
If you would like your district to participate in the survey:
Fill out the form provided
Or
Contact Wendy Reinke via email
Each participating district will receive individualized feedback and a tailored resource guide.
Additionally, the districts can request additional consultation.
Resources to Identify Evidence-based Interventions:
What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
Office of Juvenile Justice and Delinquency Prevention’s Model Program Guide: http://www2.dsgonline.com/mpg/search.aspx
Blueprint’s for Violence Prevention: http://www.colorado.edu/cspv/infohouse/databases.html
Next Steps
Conduct focus groups with key personnel involved in selection of school-based interventions
Use the information to develop a web-based tool that will guide schools in assessing needs, making effective choices, and evaluating outcomes
Focus GroupsHelp Schools Identify Effective Practices
Getting Involved
Opportunities to Participate: Survey Focus Groups
Complete the form provided and return today.
Email [email protected]
Provide Questions you think need answered about adoption of MH interventions in schools.
Conclusion
The major emotional and behavior problems of childhood are both: Burdensome and PREVENTABLE!!!
Reducing the population prevalence will require: Widespread adoption and use of practices known to
inoculate children against these conditions that are: User- and system-friendly Alter environments and systems
Competent personnel to disseminate these practices Effective policies that support these practices and
personnel
The Big Ideas
More Info
Webpage & Contact Info
Missouri Prevention Center http://education.missouri.edu/orgs/prevention/ [email protected]
Wendy Reinke [email protected]
Keith Herman [email protected]
Melissa Stormont [email protected]