tm. a collaborative project by catholic charities – archdiocese of new orleans, mercy family...
TRANSCRIPT
TMTM
A collaborative project by A collaborative project by
Catholic Charities – Catholic Charities – Archdiocese of New Orleans, Archdiocese of New Orleans,
Mercy Family Center, Mercy Family Center, Daughter’s of Charity, The Daughter’s of Charity, The Office of Catholic Schools, Office of Catholic Schools, The Algiers Charter Schools The Algiers Charter Schools Association and St. George’s Association and St. George’s
SchoolSchool
Department of Child & Family Clinical ServicesDepartment of Child & Family Clinical Services Focus on Home, School and Community through Focus on Home, School and Community through
counseling and case managementcounseling and case management Core Focus: Service to Children & FamiliesCore Focus: Service to Children & Families Integrated Service Teams:Integrated Service Teams:
– Therapeutic Home-Based Service TeamTherapeutic Home-Based Service Team– Family PreservationFamily Preservation– School Counseling TeamSchool Counseling Team– Foster Care & Independent Living Skills TeamFoster Care & Independent Living Skills Team
Catholic Charities – Catholic Charities – Archdiocese of New OrleansArchdiocese of New Orleans
Established in 1992 as a Sisters of Mercy Outreach Established in 1992 as a Sisters of Mercy Outreach MinistryMinistry
Managed by Sisters of Mercy Health SystemManaged by Sisters of Mercy Health System Provides outpatient psychological and psychiatry Provides outpatient psychological and psychiatry
services for children and adolescentsservices for children and adolescents Mandeville and Metairie officesMandeville and Metairie offices Electronic Medical Records SystemElectronic Medical Records System Non-profit, 501 (c) (3) organizationNon-profit, 501 (c) (3) organization
Mercy Family CenterMercy Family Center
Seton Resource Center for Seton Resource Center for Child DevelopmentChild Development
Member of Ascension HealthMember of Ascension Health Offers counseling services at four school-based Offers counseling services at four school-based
centers. centers. Follows the model of the Centers for Disease Follows the model of the Centers for Disease
Control and Prevention (CDC) for school-linked Control and Prevention (CDC) for school-linked health services. health services.
SRCCD provides prevention programs in over 20 SRCCD provides prevention programs in over 20 schools to prevent violence, bullying, drug use, schools to prevent violence, bullying, drug use, smoking, obesity, and poor nutritionsmoking, obesity, and poor nutrition
Fleur-de-lis:Fleur-de-lis:
Flower of lightFlower of light
Project Fleur-de-lisProject Fleur-de-lis™™
Project Fleur-de-lis™ is a faith-centered, Project Fleur-de-lis™ is a faith-centered, comprehensive mental health care program comprehensive mental health care program for New Orleans area students designed as for New Orleans area students designed as
an intermediate and long-term school-based an intermediate and long-term school-based mental health service model for children mental health service model for children
who have been exposed to traumatic events who have been exposed to traumatic events as a result of natural and man-made as a result of natural and man-made
disasters.disasters.
MissionMission
To empower students, teachers and To empower students, teachers and parents in the Greater New Orleans parents in the Greater New Orleans
area, to renew and restore in order to area, to renew and restore in order to inspire healing throughout our inspire healing throughout our
communitycommunity
GoalsGoals Provide early mental health interventionProvide early mental health intervention
Establish a mechanism for identification of and Establish a mechanism for identification of and services to children with counseling or mental services to children with counseling or mental health needshealth needs
Provide a wide range of and increased access to Provide a wide range of and increased access to high quality mental healthcare for children and high quality mental healthcare for children and families.families.
School ParticipationSchool Participation
45 participating schools45 participating schools
22,000 children under project’s umbrella of 22,000 children under project’s umbrella of carecare
Serving the Parishes of Orleans, Jefferson, Serving the Parishes of Orleans, Jefferson, St. Bernard, St. Tammany, Washington and St. Bernard, St. Tammany, Washington and PlaqueminesPlaquemines
Mission Mission AccomplishedAccomplished
Project Fleur-de-lisProject Fleur-de-lisTMTM is the is the largest school based mental largest school based mental
health program in the health program in the
Greater New Orleans AreaGreater New Orleans Area
Princeton University – Woodrow Wilson School of Public and International Affairs. (January 2007). Coping with Katrina: Mental health services in New Orleans.
Best Practice: Best Practice: Stepped Care Approach to Stepped Care Approach to Mental Health InterventionMental Health Intervention
Multi-tiered levels of careMulti-tiered levels of care Pro-active focus is on addressing symptoms Pro-active focus is on addressing symptoms
before they interfere with child’s educational or before they interfere with child’s educational or social emotional functioningsocial emotional functioning
Focus is upon working with child with Focus is upon working with child with emotional/behavioral issues in a “non-clinical” emotional/behavioral issues in a “non-clinical” intervention modelintervention model
Utilize evidence-based treatment models and Utilize evidence-based treatment models and identified “best practice” in the field of child identified “best practice” in the field of child traumatrauma
History & Timeline for History & Timeline for Project Fleur-de-lisProject Fleur-de-lisTMTM
August 2005August 2005
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HurricaneHurricaneKatrinaKatrina
September 2005September 2005
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Hurricane Hurricane RitaRita
Doug Walker Doug Walker invited to meet invited to meet
with DOE with DOE regarding mental regarding mental health responsehealth response
Mercy Family Mercy Family Center submits Center submits
draft draft model/proposal model/proposal
to DOEto DOE
October 2005October 2005
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Mercy Family Center Mercy Family Center holds first meeting holds first meeting
with Office of with Office of Catholic SchoolsCatholic Schools
Initial meeting Initial meeting with President of with President of
CCANOCCANO
Cathedral Academy OpensCathedral Academy Opens
Cathedral School Cathedral School Spring of 2006Spring of 2006
First school to reopen in New Orleans - October 17, 2005First school to reopen in New Orleans - October 17, 2005 Cathedral School in the French Quarter had an enrollment Cathedral School in the French Quarter had an enrollment
of 125 Pre-Katrina and 238 Post-Katrina. of 125 Pre-Katrina and 238 Post-Katrina. Only 12 Pre-Katrina students were in attendance the first Only 12 Pre-Katrina students were in attendance the first
day day School challenged by the combining two schools, School challenged by the combining two schools,
Cathedral and Cabrini which was destroyed by Katrina Cathedral and Cabrini which was destroyed by Katrina 99% African American99% African American Many children of parents who were police or fireman. Many children of parents who were police or fireman. Many families living on cruise ships docked at the portMany families living on cruise ships docked at the port The biggest theme reported by teacher and administration The biggest theme reported by teacher and administration
was "anger" which was the largest referring problem was "anger" which was the largest referring problem across all grades Prek-8th grade. across all grades Prek-8th grade.
November 2005November 2005
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Meeting with Meeting with Louisiana Public Louisiana Public Health Institute Health Institute
regarding funding regarding funding for Electronic for Electronic
Records SystemRecords System
December 2005December 2005
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Formal proposal Formal proposal for Project for Project
Fleur-de-lisFleur-de-lisTMTM made to made to CCANOCCANO
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CCANO and Mercy Family Center form counselor team and divide Archdiocesian schools among them for initial contact and needs
assessment
Because of the team’s success they are soon
referred as “THE AWESOME SIX”
Needs AssessmentNeeds Assessment
6 counselors divided among 73 schools to 6 counselors divided among 73 schools to collect datacollect data
Obtained information to determine school’s Obtained information to determine school’s interest in services and/or interventions, interest in services and/or interventions, need for a school counselor, % of need for a school counselor, % of devastation to school, families, & devastation to school, families, & community community
Staffing Challenges Staffing Challenges and Deploymentand Deployment
Getting licensed counselorsGetting licensed counselors
SupervisionSupervision
DocumentationDocumentation
Merging culturesMerging cultures
February 2006February 2006
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Begin Begin relationship relationship
with National with National Child Child
Traumatic Traumatic Stress Stress
NetworkNetwork
Initial introductions Initial introductions with Lisa Jaycox and with Lisa Jaycox and
the RAND the RAND CorporationCorporation
March 2006March 2006
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Proposal to Proposal to LPHI for LPHI for
Funding to Funding to Support ERS Support ERS Development Development
and and ImplementationImplementation
Classroom Classroom Based Based
InterventionIntervention© © Training by Training by
Save the Save the ChildrenChildren
Classroom Based Intervention Classroom Based Intervention (CBI®)(CBI®)
Robert Macy, Ph.D.Robert Macy, Ph.D.
Boston Center for Trauma PsychologyBoston Center for Trauma Psychology
Trauma Informed, Trauma Informed,
Developmentally Specificity, Developmentally Specificity,
& Ethnocultural Specificity & Ethnocultural Specificity
Evidence Based Methodological FrameworkEvidence Based Methodological Framework
CBI®CBI®
The CBI® program is a continuum of servicesThe CBI® program is a continuum of services
that can be offered:that can be offered:Classroom, Classroom, CCamp, or amp, or CCommunity settingommunity settingFor children ages 5 to 12 year old For children ages 5 to 12 year old Children exposed to life threatening or Children exposed to life threatening or perceived life threatening event and who are perceived life threatening event and who are experiencing traumatic stress reactions. experiencing traumatic stress reactions.
CBI®CBI®
The CBI® program is a continuum of servicesThe CBI® program is a continuum of services
that can be offered:that can be offered:Classroom, Classroom, CCamp, or amp, or CCommunity settingommunity settingFor children ages 5 to 12 year old For children ages 5 to 12 year old Children exposed to life threatening or Children exposed to life threatening or perceived life threatening event and who are perceived life threatening event and who are experiencing traumatic stress reactions. experiencing traumatic stress reactions.
CBI®CBI®
Includes 9, one-hour sessions Includes 9, one-hour sessions Groups of 8 to 12 children implementing programs in Groups of 8 to 12 children implementing programs in entire schools simultaneously. entire schools simultaneously. The objective is to provide consistent, structured The objective is to provide consistent, structured expressive-behavioral activities that can “rebuild” a expressive-behavioral activities that can “rebuild” a sense of safety & control without focusing on the sense of safety & control without focusing on the traumatic incident detailstraumatic incident detailsResults have shown children experience significantly Results have shown children experience significantly reduced traumatic stress reactions, anxiety, fear and reduced traumatic stress reactions, anxiety, fear and depressed moods as they are guided through these depressed moods as they are guided through these therapeutic activities that focus upon play, learning and therapeutic activities that focus upon play, learning and creative problem solving. creative problem solving.
CBI®CBI®
Within the United States, CBI© is being utilized in Within the United States, CBI© is being utilized in Massachusetts, New Hampshire, Maine, New York, Massachusetts, New Hampshire, Maine, New York, New Jersey, Pennsylvania, South Dakota, Iowa, New Jersey, Pennsylvania, South Dakota, Iowa, Nebraska, Michigan, Louisiana and Mississippi. Nebraska, Michigan, Louisiana and Mississippi.
CBI© is being used abroad in Turkey, Jordan, CBI© is being used abroad in Turkey, Jordan, Gaza, West Bank, Nepal, Sri Lanka, Indonesia, Gaza, West Bank, Nepal, Sri Lanka, Indonesia, Afghanistan, Eritrea, Burundi, Sudan-Uganda, Afghanistan, Eritrea, Burundi, Sudan-Uganda, Bosnia and the Netherlands.Bosnia and the Netherlands.
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
April 2006April 2006
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Seton Seton Resource Resource
Center joins Center joins PFDLPFDLTMTM
First Principal First Principal / Counselor / Counselor
Focus GroupFocus Group
May 2006May 2006
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Project Fleur-de-lisProject Fleur-de-lisTMTM counselors begin first counselors begin first
school-wide intervention school-wide intervention at Cathedral School in at Cathedral School in
the French Quarterthe French Quarter
Second Second Principal / Principal / Counselor Counselor
Focus GroupFocus Group
June 2006June 2006
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2006 2006 Hurricane Hurricane
Season Season BeginsBegins
Interventions Interventions Summer 2006Summer 2006
7 teams of PFDL counselors implemented 7 teams of PFDL counselors implemented CBICBI©© at 5 Summer Witness sites at 5 Summer Witness sites
CBICBI©© implemented with 784 children implemented with 784 children
July 2006July 2006MondayMonday TuesdayTuesday WednesdayWednesday ThursdayThursday FridayFriday SaturdaySaturday SundaySunday
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Training: Training: Cognitive Cognitive Behavioral Behavioral
Intervention for Intervention for Trauma in Schools Trauma in Schools
(CBITS)(CBITS)
Cognitive-Behavioral Cognitive-Behavioral Intervention for Trauma in Schools Intervention for Trauma in Schools
(CBITS)(CBITS)
Lisa Jaycox, Ph.D.Lisa Jaycox, Ph.D.
RAND CorporationRAND Corporation
Identified as a Promising Practice by SAMSHAIdentified as a Promising Practice by SAMSHA
CBITS:CBITS:Target PopulationTarget Population
Aimed at relieving symptoms of Post Traumatic Stress Aimed at relieving symptoms of Post Traumatic Stress Disorder (PTSD), depression, and general anxiety Disorder (PTSD), depression, and general anxiety among children exposed to traumaamong children exposed to trauma
Used primarily with children grades 6 to 9, ages 10 to Used primarily with children grades 6 to 9, ages 10 to 1515
For children who have experienced events such as For children who have experienced events such as witnessing or being a victim of violence, being in a witnessing or being a victim of violence, being in a natural or man-made disaster, being in an accident, natural or man-made disaster, being in an accident, physically abused/injured, and who are suffering from physically abused/injured, and who are suffering from moderate to severe levels of PTSD symptomsmoderate to severe levels of PTSD symptoms
CBITS:CBITS:IntensityIntensity
Program consists of 10 group sessions (six to Program consists of 10 group sessions (six to eight children/group) of approximately one eight children/group) of approximately one hour in lengthhour in length
Conducted once a week in a school settingConducted once a week in a school setting
In addition to group sessions, children receive In addition to group sessions, children receive one to three individual sessions, two parent one to three individual sessions, two parent education sessions, and one teacher education education sessions, and one teacher education sessionsession
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Classroom-Based InterventionClassroom-Based InterventionCBITS & One-on-One CounselingCBITS & One-on-One Counseling
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
August 2006August 2006
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Training: Trauma Training: Trauma Focused – Cognitive Focused – Cognitive Behavioral Therapy Behavioral Therapy
TrainingTrainingNCTSN Learning NCTSN Learning
CollaborativeCollaborative
Electronic Records Electronic Records System becomes System becomes fully operationalfully operational
Trauma Focused-Cognitive Trauma Focused-Cognitive Behavioral Therapy (TF-CBT)Behavioral Therapy (TF-CBT)
Judith A. Cohen, M.D. Judith A. Cohen, M.D. Anthony Mannarino, Ph.D.Anthony Mannarino, Ph.D.
Center for Traumatic Stress in Children & AdolescentsCenter for Traumatic Stress in Children & AdolescentsAllegheny General Hospital, Pittsburgh, PAAllegheny General Hospital, Pittsburgh, PA
Esther Deblinger, M.D.Esther Deblinger, M.D.CARES InstituteCARES Institute
University of Medicine & Dentistry of New Jersey School of University of Medicine & Dentistry of New Jersey School of Osteopathic MedicineOsteopathic Medicine
Stratford , NJStratford , NJ
Identified as a Model Program by SAMHSA Identified as a Model Program by SAMHSA
Difficulties Addressed by Difficulties Addressed by TF-CBTTF-CBT
CRAFTSCRAFTS
CCognitive Problemsognitive Problems RRelationship Problemselationship Problems AAffective Problemsffective Problems FFamily Problemsamily Problems TTraumatic Behavior Problemsraumatic Behavior Problems SSomatic Problemsomatic Problems
TF-CBTTF-CBT
Improved PTSD, depression, anxiety, shame and Improved PTSD, depression, anxiety, shame and behavior problems compared to supportive treatmentsbehavior problems compared to supportive treatments
PTSD improved more with direct child treatmentPTSD improved more with direct child treatment
Improved parental distress, parental support, and Improved parental distress, parental support, and parental depression compared to supportive treatmentparental depression compared to supportive treatment
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Classroom-Based InterventionClassroom-Based InterventionCBITS & One-on-One CounselingCBITS & One-on-One Counseling
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Community-Based InterventionCommunity-Based InterventionTF-CBTTF-CBT
Provided by trained Mercy Family Center clinicians, Provided by trained Mercy Family Center clinicians, collaborative partners, and community providerscollaborative partners, and community providers
Learning CollaborativesLearning Collaboratives
In February 2005, the National Center for In February 2005, the National Center for Child Traumatic Stress (NCCTS), through Child Traumatic Stress (NCCTS), through funding from the Substance Abuse and funding from the Substance Abuse and Mental Health Services Administration Mental Health Services Administration (SAMHSA), launched a Breakthrough Series (SAMHSA), launched a Breakthrough Series Collaborative (BSC) to further its overarching Collaborative (BSC) to further its overarching goal of improving the quality, effectiveness goal of improving the quality, effectiveness and dissemination of treatment services to and dissemination of treatment services to children and families affected by trauma. children and families affected by trauma.
Learning CollaborativesLearning Collaboratives
This BSC focused on the adoption and This BSC focused on the adoption and implementation of a particular evidence-implementation of a particular evidence-based child trauma treatment, Trauma-based child trauma treatment, Trauma-Focused Cognitive Behavioral Therapy Focused Cognitive Behavioral Therapy (TF-CBT), and was specifically designed to (TF-CBT), and was specifically designed to enhance the speed and fidelity with which enhance the speed and fidelity with which this treatment could be implemented in this treatment could be implemented in community agencies. community agencies.
Learning CollaborativesLearning Collaboratives
Project Fleur-de-lisProject Fleur-de-lis™ involved in two LCs ™ involved in two LCs since July 2006since July 2006
Project Fleur-de-lisProject Fleur-de-lis™ and school-based ™ and school-based counselors trained in CBITS and TF-CBTcounselors trained in CBITS and TF-CBT
September 2006September 2006
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First C3 weekly staff meeting
Financial ConsiderationsFinancial Considerations
Financial ConsiderationsFinancial ConsiderationsIn the Beginning…… In the Beginning……
December 2005 $100,000 Challenge Grant December 2005 $100,000 Challenge Grant funding for Mercy Care Fund (3funding for Mercy Care Fund (3rdrd tier tier services) secured from Sisters of Mercy services) secured from Sisters of Mercy MinistriesMinistries
$300,000 start-up funding committed by $300,000 start-up funding committed by CCANO CCANO
January 2006 Project Fleur-de-lisJanuary 2006 Project Fleur-de-lis™ ™ Resource Development Sub-committee is Resource Development Sub-committee is formedformed
Financial ConsiderationsFinancial Considerations Sowing the seeds….. Sowing the seeds…..
Branding EffortsBranding Efforts LogoLogo Color SchemeColor Scheme Tag Line: “Renewing Hope. Inspiring Healing.” Tag Line: “Renewing Hope. Inspiring Healing.”
Development of collateral materialsDevelopment of collateral materials BrochureBrochure Case StatementCase Statement WebsiteWebsite Sports PacksSports Packs Earrings & pendantsEarrings & pendants
ProspectsProspects IdentificationIdentification CultivationCultivation SolicitationSolicitation
Financial ConsiderationsFinancial Considerations Reaping the harvest….. Reaping the harvest…..
$129,650 grant for ERS secured from LPHI$129,650 grant for ERS secured from LPHI Research funding secured from Rand and Research funding secured from Rand and
Allegheny-Singer Research InstituteAllegheny-Singer Research Institute $60,000 grant secured from United Way$60,000 grant secured from United Way
Renewed in most recent funding cycleRenewed in most recent funding cycle $50,000 grant secured from LA Charities $50,000 grant secured from LA Charities
TrustTrustDedicated for 3Dedicated for 3rdrd tier services tier servicesRenewed for FY ’07-’08 Renewed for FY ’07-’08
Financial ConsiderationsFinancial Considerations Reaping the harvest…… Reaping the harvest……
$50,000 grant secured from Booth-Bricker $50,000 grant secured from Booth-Bricker FundFund$25,000 dedicated for 3$25,000 dedicated for 3rdrd tier services tier services
$50,000 grant secured from AmeriCares$50,000 grant secured from AmeriCares $25,000 secured from The Almar $25,000 secured from The Almar
FoundationFoundationDedicated for 3Dedicated for 3rdrd tier services tier services
Financial ConsiderationsFinancial Considerations Sharing the light…… Sharing the light……
$75,000 secured from Freeport-McMoRan $75,000 secured from Freeport-McMoRan FoundationFoundation Dedicated to the Algiers Charter Schools AssociationDedicated to the Algiers Charter Schools Association
$10,000 secured from The Brown Foundation$10,000 secured from The Brown Foundation Dedicated to the Algiers Charter Schools AssociationDedicated to the Algiers Charter Schools Association
$30,000 secured from Foundation for the Mid $30,000 secured from Foundation for the Mid SouthSouth Dedicated to expanded services in the Algiers Charter Dedicated to expanded services in the Algiers Charter
Schools Association and one additional private schoolSchools Association and one additional private school
Financial ConsiderationsFinancial Considerations Our light will continue to shine….. Our light will continue to shine…..
$1.2 million secured from CCUSA$1.2 million secured from CCUSA SAMHSA National Child Traumatic Stress Initiative SAMHSA National Child Traumatic Stress Initiative
Community Treatment and Services CenterCommunity Treatment and Services Center Grant request submitted Grant request submitted
Partnership with LA Youth Enhanced ServicesPartnership with LA Youth Enhanced Services Funding to hire Care Manager(s) to implement System Funding to hire Care Manager(s) to implement System
of Careof Care Program requests continueProgram requests continue
Additional Public/Charter SchoolsAdditional Public/Charter Schools Additional Private SchoolsAdditional Private Schools Additional Catholic schoolsAdditional Catholic schools
Map of Participating SchoolsMap of Participating Schools
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Program Design & Program Design & Pathways of CarePathways of Care
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide School-Wide Mental Health Mental Health InterventionIntervention
Classroom- Classroom- Based Mental Based Mental
Health Health InterventionIntervention
Community- Community- Based Mental Based Mental
Health Health InterventionIntervention
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Classroom-Based InterventionClassroom-Based InterventionCBITS & One-on-One CounselingCBITS & One-on-One Counseling
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizations. partner organizations.
Community-Based InterventionCommunity-Based InterventionTF-CBTTF-CBT
Provided by trained Mercy Family Center clinicians, Provided by trained Mercy Family Center clinicians, collaborative partners, and community providerscollaborative partners, and community providers
Adjunct Interventions Outside PFDL™ Adjunct Interventions Outside PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Classroom-Based InterventionClassroom-Based Intervention
CBITS & One-on-One CounselingCBITS & One-on-One Counseling Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Community-Based InterventionCommunity-Based InterventionTF-CBTTF-CBT
Provided by trained Mercy Family Center clinicians, Provided by trained Mercy Family Center clinicians, collaborative partners, and community providerscollaborative partners, and community providersPrimary ProjectPrimary Project Journey of HopeJourney of Hope
Primary ProjectPrimary Project Journey of HopeJourney of Hope
Adjunct Interventions Outside PFDL™ Adjunct Interventions Outside PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
Developed for young children who have trouble Developed for young children who have trouble adjusting to school and as a results, act out, become adjusting to school and as a results, act out, become aggressive or withdrawn, or have a hard time getting aggressive or withdrawn, or have a hard time getting along with peers or adults. A successful school-along with peers or adults. A successful school-based program for Kindergarten through third-grade based program for Kindergarten through third-grade children, to help detect and prevent social, children, to help detect and prevent social, emotional, and school-adjustment problems.emotional, and school-adjustment problems.
Primary ProjectPrimary Project
K to 3rd grade children are the focus K to 3rd grade children are the focus Early screening detects risk for school adjustment Early screening detects risk for school adjustment
difficulties difficulties Trained paraprofessionals, called child associates, Trained paraprofessionals, called child associates,
deliver services to children deliver services to children Mental health professionals supervise, train and Mental health professionals supervise, train and
consult with the paraprofessionals consult with the paraprofessionals Ongoing program evaluation Ongoing program evaluation Integration into the school environment Integration into the school environment
Primary ProjectPrimary Project
Primary Project began in 1957 in Rochester, New Primary Project began in 1957 in Rochester, New York as an innovative pilot program between the York as an innovative pilot program between the Rochester City School District and the University Rochester City School District and the University of Rochester. of Rochester.
It is in school districts across New York State, and It is in school districts across New York State, and also in California, Connecticut, Delaware, New also in California, Connecticut, Delaware, New Jersey, Texas, Hawaii, Illinois, Maine, Michigan Jersey, Texas, Hawaii, Illinois, Maine, Michigan and Washington.and Washington.
Primary ProjectPrimary Project
Primary Project served seventy-five children in 5 Primary Project served seventy-five children in 5 schools during first half of 2006-2007 school year.schools during first half of 2006-2007 school year.
At the same campuses, 574 children were screened At the same campuses, 574 children were screened for the second half of the school year; results are for the second half of the school year; results are pending. pending.
Primary ProjectPrimary Project Journey of HopeJourney of Hope
Adjunct Interventions Outside PFDL™ Adjunct Interventions Outside PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
Effective and Supportive Learning Environments Effective and Supportive Learning Environments in Hurricane-Affected Areas: A Program for in Hurricane-Affected Areas: A Program for Support for Child Caregivers through SchoolsSupport for Child Caregivers through Schools
The The Journey of HopeJourney of Hope aims to strengthen aims to strengthen supportive and effective learning and living supportive and effective learning and living environments for children through psychosocial environments for children through psychosocial support to child caregivers, and the creation of support to child caregivers, and the creation of stable and cohesive school and living stable and cohesive school and living communities for children to learn and growcommunities for children to learn and grow
Journey of HopeJourney of Hope
Care to the CaregiversCare to the Caregivers
A one time 2 to 4 hour workshopA one time 2 to 4 hour workshop
27 JOH workshops held27 JOH workshops held
724 faculty and parents participated724 faculty and parents participated
PFDL™ PFDL™ Classroom – Community Classroom – Community
Consultation (CConsultation (C33))
School-Wide School-Wide Mental Health Mental Health InterventionIntervention
Classroom-Classroom-Based Mental Based Mental
Health Health InterventionIntervention
Community- Community- Based Mental Based Mental
Health Health InterventionIntervention
CC33
School-Wide IssuesSchool-Wide IssuesBrought to C3 by school counselors. School-wide issues and Brought to C3 by school counselors. School-wide issues and
concerns addressed by peer consultation and shared community concerns addressed by peer consultation and shared community resourcesresources
Classroom – Community Consultation (CClassroom – Community Consultation (C33))
Weekly consultation meetings with school-based counselors to Weekly consultation meetings with school-based counselors to discuss students that may be in need of third-tier community discuss students that may be in need of third-tier community
based services. Goal is to support counselor interventions with based services. Goal is to support counselor interventions with students in schools to avoid decrease in adaptive functioning. students in schools to avoid decrease in adaptive functioning. Rely on Electronic Records System maintained by counselors Rely on Electronic Records System maintained by counselors and PFDL™ staff to promote continuity of care and quality and PFDL™ staff to promote continuity of care and quality
improvement initiativesimprovement initiatives
Community Based InterventionsCommunity Based InterventionsPsychiatry, Psychology, Psycho-educational Psychiatry, Psychology, Psycho-educational
Assessments, Wrap-Around ServicesAssessments, Wrap-Around Services
Classroom – Community – Consultation Classroom – Community – Consultation (C(C33))
CC3 3 Referrals Into Referrals Into The CommunityThe Community
207 Referred out for services207 Referred out for services
142 Families chose free services at Mercy 142 Families chose free services at Mercy Family Center and Catholic CharitiesFamily Center and Catholic Charities
65 Families either sought care from other 65 Families either sought care from other community resources or did not seek community resources or did not seek treatmenttreatment
Electronic Record System Electronic Record System (ERS)(ERS)
Textalk MDTextalk MD Thanos Kontonassios – Alma Information Thanos Kontonassios – Alma Information
Systems, Inc.Systems, Inc. Textalk MD used at Mercy Family Center since Textalk MD used at Mercy Family Center since Modifications made to Textalk MD to allow for Modifications made to Textalk MD to allow for
school information and demographics related to school information and demographics related to stormstorm
Approximately 3600 student recordsApproximately 3600 student records Approximately 1500 counselor generated Approximately 1500 counselor generated
documentsdocuments
Enhance Current School Counseling Enhance Current School Counseling Through Consultation and Continuing Through Consultation and Continuing
EducationEducationCONSISTENCYCONSISTENCY:: Every mental health professional Every mental health professional
working with children in need of care possess the same working with children in need of care possess the same forms to complete when providing care. forms to complete when providing care. Documentation is accurate, with no misfiled, Documentation is accurate, with no misfiled, misplaced, or lost data. misplaced, or lost data.
EXPANDABLEEXPANDABLE:: The system can be expanded or reduced The system can be expanded or reduced depending on need.depending on need.
COMPREHENSIVECOMPREHENSIVE:: The system allows for batching of The system allows for batching of student records at both the school and district levels. student records at both the school and district levels.
Enhance Current School Counseling Enhance Current School Counseling Through Consultation and Continuing Through Consultation and Continuing
EducationEducation
UNIVERSALUNIVERSAL:: All mental health professionals and All mental health professionals and principals are able to review the same electronic school principals are able to review the same electronic school record in person or at a distance. This will allow for record in person or at a distance. This will allow for both face-to-face consultation with the mental health both face-to-face consultation with the mental health teams, and long-distance consultation via phone and the teams, and long-distance consultation via phone and the electronic records system. electronic records system.
HIPPA:HIPPA: Compliant and secure. Counselors and principals Compliant and secure. Counselors and principals have access to only their own school records.have access to only their own school records.
QUALITY IMPROVEMENT:QUALITY IMPROVEMENT: Searchable data base Searchable data base drives for QI, allowing administration to make decsions drives for QI, allowing administration to make decsions regarding adjustments in delivery of care based upon regarding adjustments in delivery of care based upon concrete evidence (data)concrete evidence (data)
Electronic Record System Electronic Record System (ERS)(ERS)
Basic student record includes 3 documents:Basic student record includes 3 documents:– Consent to treatConsent to treat– DemographicsDemographics– Hurricane Assessment Instrument (NCTSN)Hurricane Assessment Instrument (NCTSN)
ERSERS Hurricane Assessment InstrumentHurricane Assessment Instrument
– C:\Documents and Settings\dwalker\DocumentC:\Documents and Settings\dwalker\Documents\MFC - 1010 s\MFC - 1010 HurrHurr Assess Assess InstrumInstrum . .pdfpdf
ERSERS DemonstrationDemonstration
– C:\Documents and Settings\All Users\Desktop\C:\Documents and Settings\All Users\Desktop\TKAClient.lnkTKAClient.lnk
Project Fleur-de-lisProject Fleur-de-lis™ ™ Total ImpactTotal Impact
School-Wide programmingSchool-Wide programming Classroom-based programmingClassroom-based programming Community-based mental health servicesCommunity-based mental health services Individual/group counseling in schoolsIndividual/group counseling in schools Journey of HopeJourney of Hope Interventions provided via researchInterventions provided via research
Project Fleur-de-lisProject Fleur-de-lis™ ™ Total ImpactTotal Impact
724 Adults724 Adults
5,730 Children5,730 Children
Project Fleur-de-lisProject Fleur-de-lis™ ™ Total ImpactTotal Impact
5,730 Children5,730 Children26% of the 22,000 26% of the 22,000 Children Eligible Children Eligible
for Servicesfor Services
OutcomesOutcomes
Data from CData from C33
Data from ERSData from ERS
Data from researchData from research
Outcomes: Outcomes: CC33
Types of Community Referrals Types of Community Referrals by Month (200 total)by Month (200 total)
05
101520253035404550
S O N D J F M A M
CaseManagementPsychotherapy
Psychiatry
Assessment
0
10
20
30
40
50
60
70
80
90Distracted easily
Trouble concentrating
School grades dropping
Fidgety, unable to sit
Trouble with teacher
Less interested in school
Feels sad, unhappy
Does not listen to rules
Worries a lot
Is down on him or herself
Pediatric Symptom Checklist: Pediatric Symptom Checklist:
Top Ten SymptomsTop Ten Symptoms
0
2
4
6
8
10
12Marrerro 70072
Gretna 70056
New Orleans 70114
Metairie 70001
New Orleans 70126
New Orleans 70131
Metairie 70003
Westwego 70094
New Orleans 70127
Belle Chasse 70037
CC33 Referrals: Top Ten Zip Codes Referrals: Top Ten Zip Codes
Outcomes: Outcomes: ERSERS
70001 (11)
70003(10)
Outcomes: ROutcomes: Researchesearch
Outcomes: ROutcomes: Researchesearch
In cooperation with the Rand Corporation and the In cooperation with the Rand Corporation and the Center for Traumatic Stress in Children & Center for Traumatic Stress in Children & Adolescents - Allegheny General Hospital Adolescents - Allegheny General Hospital
195 children were screened from three project 195 children were screened from three project schools for inclusion into the study using the schools for inclusion into the study using the Child PTSD Symptom Scale (Foa, 2001). Child PTSD Symptom Scale (Foa, 2001).
Results from these screening instruments Results from these screening instruments demonstrated that 52 – 76% of children met demonstrated that 52 – 76% of children met criteria for being traumatized 17 months after criteria for being traumatized 17 months after Hurricane KatrinaHurricane Katrina
54%54%
76%76%52%52%
PFDL™ PFDL™ Stepped Trauma Pathway (STP)Stepped Trauma Pathway (STP)
School-Wide InterventionSchool-Wide InterventionCBI©CBI©
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Classroom-Based InterventionClassroom-Based InterventionCBITSCBITS
Provided by trained school-based counselors Provided by trained school-based counselors and clinicians within PFDL™ collaborative and clinicians within PFDL™ collaborative
partner organizationspartner organizations
Community-Based InterventionCommunity-Based InterventionTF-CBTTF-CBT
Provided by trained Mercy Family Center clinicians, Provided by trained Mercy Family Center clinicians, collaborative partners, and community providerscollaborative partners, and community providers
Grief/l
oss:
Death
of re
lat...
Hurrica
ne (Dire
ct ex
posu...
Gener
al Tra
uma (
accid
ent..
.
Comm
unity V
iolen
ce
Secon
dary H
urrica
ne Tr..
.
Threat
of L
oss (
Sudden f
...
Domes
tic V
iolen
ce
Divorc
e
Sexual
Abuse
0
5
10
15
20
25
CBITS / TF-CBT Research:CBITS / TF-CBT Research:
Trauma Narratives (69 Students)Trauma Narratives (69 Students)
Future DirectionsFuture Directions
Adding schools by requestAdding schools by request Application to National Child Traumatic Stress Application to National Child Traumatic Stress
Network – Category III Center (SAHMSA)Network – Category III Center (SAHMSA) Addition of school psychologistAddition of school psychologist Addition of two case managersAddition of two case managers Telehealth communication systemTelehealth communication system Expand third-tier preferred provider listExpand third-tier preferred provider list Plan implementation of Stepped Trauma Pathway Plan implementation of Stepped Trauma Pathway
post future evacuationpost future evacuation
TM
www.Project-Fleur-de-lis.orgwww.Project-Fleur-de-lis.org