ALIGNING COMMUNITY SCIENCE AND SCHOOL BASED MENTAL HEALTH: POLICY TO PRACTICE

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ALIGNING COMMUNITY SCIENCE AND SCHOOL BASED
MENTAL HEALTH POLICY TO PRACTICE

• Paul D. Flaspohler
• Carl E. Paternite
• Noelle Duvall
• Melissa Maras
• Abe Wandersman

June 11, 2005 - Champaign, ILA Symposium at
the10th Biennial Conference of the Society for
Community Research Action
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A Strategy Expanded School Based Mental Health
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Best Practice Principles of ESBMH (Weist et.
al., 2005)

• All youth and families are able to access
  appropriate care regardless of their ability to
  pay.
• Programs are implemented to address needs and
  strengthen assets for students, families,
  schools, and communities.
• Programs and services focus on reducing barriers
  to development and learning, are student and
  family friendly, and are based on evidence of
  positive impact.
• Students, families, teachers and other important
  groups are actively involved in the program's
  development, oversight, evaluation, and
  continuous improvement.
• Quality assessment and improvement activities
  continually guide and provide feedback to the
  program.

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Principles of ESBMH (contd)

• A continuum of care is provided, including
  school-wide mental health promotion, early
  intervention, and treatment.
• Staff hold to high ethical standards, are
  committed to children, adolescents, and families,
  and display an energetic, flexible, responsive,
  and proactive style in delivering services.
• Staff are respectful of and competently address
  developmental, cultural, and personal differences
  among students, families, and staff.
• Staff build and maintain strong relationships
  with other mental health and health providers and
  educators in the school, and a theme of
  interdisciplinary collaboration characterizes all
  efforts.
• Mental health programs in the school are
  coordinated with related programs in other
  community settings.

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Ohios Efforts

• Strengthening Policy the Shared Agenda
• Bridging Policy and Practice The Ohio Mental
  Health Network for School Success
• Providing Prevention Support The Ohio Community
  Collaboration Model for School Success
• Providing Prevention Support - University-Communit
  y Partnerships
• Pre- and In-Service Training The Mental-Health
  Education Integration Consortium

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Strengthening Policy Development and
Implementation of Ohios Shared Agenda

• Carl E. Paternite
• Center for School-Based
• Mental Health Programs (Miami University)
• and
• Ohio Mental Health Network for School Success

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Legislative Forum On Mental Health and School
SuccessCreating A Shared Agenda In
OhioKristins TestimonyOctober 9, 2003
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Guiding Principles for a Mental Health,Schools,
Families Shared Agenda

• Mental health is crucial to school success
• There are shared opportunities for mental health,
  schools, students and families to work together
  more effectively address the well-being and
  school success of youth

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Infrastructure for Ohios Shared Agenda
Initiative
Hearing on Mental Health and School Success
(February 8, 2001) Presided over by Ohios First
Lady Hope Taft and convened by Ohio Department
of Mental Health (ODMH) Center for Learning
Excellence Ohio Department of Education
(ODE) Governors Office Publication of Mental
Health and School Success Hearing Summary and
Resource Guide (Spring, 2001)
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Infrastructure for Ohios SharedAgenda Initiative

• Formation in 2001 of the Ohio Mental Health
  Network for School Success (OMHNSS)
• Action Networks spearheaded by affiliate
• organizations in six regions of the State

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Ohios Positive Behavior Support Initiative

• Collaborative efforts of
• Special Education Regional Resource Centers
• The Ohio Association of Elementary School
  Administrators
• The Ohio Association of Secondary School
  Administrators
• There currently are over 700 building teams and
  10,000 educational staff trained in Positive
  Behavior Supports

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Policymaker Partnership (now the IDEA
Partnership) at the National Association of State
Directors of Special Education (NASDSE) and the
National Association of State Mental Health
Program Directors (NASMHPD)
Concept Paper Mental Health, Schools and
Families Working Together for All Children and
Youth Toward A Shared Agenda (2002)
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Purpose of the Concept Paper
Encourage state and local family and youth
organizations, mental health organizations,
education entities and schools across the nation
to enter new relationships to achieve positive
social, emotional and educational outcomes for
every child.
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Shared Agenda Seed Grant Awards to
Missouri, Ohio, Oregon, South Carolina, Texas,
and Vermont With Ongoing Across-State
Networking Facilitated by IDEA Partnership/NASDSE
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Additional Funding for Ohios Shared Agenda
Initiative
Ohio Department of Mental Health Ohio Department
of Education Ohio Department of
Health and Numerous Additional State-level and
Regional Organizations
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Ohios Mental Health, Schools, and Families
Shared Agenda Initiative http//www.units.muohio.e
du/csbmhp/sharedagenda.html
Phase 1Statewide forum for leaders of mental
health, education, and family policymaking
organizations and child-serving systems (March 3,
2003) Phase 2Six regional forums for policy
implementers and consumer stakeholders
(April-May, 2003) Phase 3Legislative forum
involving key leadership of relevant house and
senate committees (October 9, 2003) Phase
4Ongoing policy/funding advocacy and technical
assistance to promote attention to the crucial
links between mental health and school success
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Strategies and Features of Phase 1 and 2 Shared
Agenda Forums

• Approximately 725 participants
• Keynote presentations by national and state
  experts
• Promising work in Ohio showcased
• Youth and parent testimony
• Cross-stakeholder panel discussions
• Facilitated discussion structured to create a
  collective vision, build a sense
• of mutual responsibility for reaching the
  vision, instill hope that systemic
• change is possible, and problem-solve
  regarding implementation issues

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Following Phases 1 and 2

• Materials compiled and developed to inform the
  Fall, 2003 Shared Agenda Legislative Forum
• Through Legislative Forum raise public awareness
  and build advocacy for policy
• and fiscal support for better alignment for
  education and mental health in the
• next biennial budget process
• Website created to track and publicize Ohios
  Shared Agenda initiative
• (http//www.units.muohio.edu/csbmhp/sharedagen
  da.html)

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Legislative Forum Preparation October 9, 2003

• Development of format for forum, and selection
  of date
• Commitment of participation from ODMH and ODE
• leadership
• Identification and preparation of legislative
  co-chairs
• Invitation to additional legislative panelists
• Invitation to stakeholders throughout the state

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More Legislative Forum Preparation October 9, 2003

• Promotional work
• Selection of students for written and oral
  testimony and
• identification of facilitator
• Selection of adults (parents, educators, and
  mental health
• providers) for written and oral testimony and
• identification of facilitator
• Development of written materials for the
  legislators
• Plan for pre-forum events with student and
  adult participants

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Legislative Forum On Mental Health and School
SuccessCreating A Shared Agenda In OhioOctober
9, 2003
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Legislative Forum On Mental Health and School
SuccessCreating A Shared Agenda In OhioOctober
9, 2003
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Comments from Legislators Following the Adult
Testimony
From Representative Joyce Beatty (Member House
Education Committee) In a question/challenge to
fellow legislative panelists Is there
legislation that we should be looking at?
From Representative Arlene Setzer (Chair, House
Education Committee) In response to
Representative Beatty During this whole
process I was also taking notes and marking
because, as you indicated there have been some
specifics provided to us which we truly need many
times when looking at legislation. And, as most
of you know currently the house and the senate
are working on Senate Bill 2 House Bill 2 which
is for the teacher success and identifying highly
qualified teachers. And within that realm..I am
going to guide that discussion around some of
things that I have heard today about the idea
that teachers need to understand regardless of
what their teaching assignment might be
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Phase 4 Steps for Ohios Shared Agenda Initiative

• ODMH and ODE jointly formed an ad hoc workgroup
  to address action steps related to the Shared
  Agenda Recommendations
• Public Awareness and Advocacy
• Professional Development/Training and Service
  Delivery
• Policy and Funding
• Final report with recommended goals and
  objectives released, Summer 2004 (see handout)

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Phase 4 An Immediate Legislative Outcome (signed
into law, June 2004)
Senate Bill 2 Standards for Educator Professional
Development Section 3319.61, specifying what the
new educator standards board is charged to do
Item E (lines 2912-2915) The standards for
educator professional development developed under
division (A) (3) of this section shall include
standards that address the crucial link between
academic achievement and mental health issues.
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Building A Bridge Between Policy and Practice
The Ohio Mental Health Network for School Success

• Noelle Duvall
• Childrens Resource Center
• Bowling Green, OH

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Funding Ohio Department of Mental Health Ohio
Department of Education Co-Leadership Center
for School-Based Mental Health Programs (Miami
University) Center for Learning Excellence (Ohio
State University)
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Mission
To help Ohios school districts, community-based
agencies, and families work together to achieve
improved educational and developmental outcomes
for all children especially those at emotional
or behavioral risk and those with mental health
problems.
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The Ohio Mental Health Network for School Success

• Action Agenda
• Create awareness about the gap between childrens
  mental health needs and treatment resources,
  and encourage improved and expanded services
  (including new anti-stigma campaign).
• Partner with regional action networks to enhance
  within-region implementation of the action
  agenda, actively soliciting student and family
  input. Also, contribute to statewide efforts
  (e.g., training institutes, workshops, research,
  etc.).
• Conduct surveys of mental health agencies,
  families, and school districts to better define
  the mental health needs of children and to gather
  information about promising practices.

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Phase 4 Steps for Ohios Shared Agenda Initiative

• Ohios SAMHSA-sponsored 3-year Elimination of
  Barriers Initiative (EBI), focusing on the school
  age population. Contact strategies include
• Youth speaker panel/bureau
• School resource materials

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The Ohio Mental Health Network for School Success

• Action Agenda (continued)
• Provide training and technical assistance to
  mental health agencies and school districts, to
  support adoption of evidence-based and promising
  practices, including improvement and expansion of
  school-based mental health services.
• Develop a guide for education and mental health
  professionals and families, for the development
  of productive partnerships.

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The Ohio Mental Health Network for School Success

• Action Agenda (continued)
• Assist in identification of sources of financial
  support for school-based mental health
  initiatives.
• Assist university-based professional preparation
  programs in psychology, social work, public
  health, and education, in developing
  inter-professional strategies and practices for
  addressing the mental health needs of school-age
  children.

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Examples of OMHNSS Special Projects (2003-2005)

• Southwest University-Community Partnership in
  Effective Implementation of the Olweus Bullying
  Prevention Program
• Northwest Wood County Cross Training Initiative
  Olweus Program Implementation
• Northeast Intensive Positive Behavior and
  Support Training and TA
• Central Development and Use of an Intensive
  School District Survey
• Southeast Expansion of Youth Experiencing
  Success in Schools (Y.E.S.S.) Program
• North Central See Me Hear My Feelings and
  related youth experience initiative SBMH needs
  surveys in schools

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• Promoting School Success and Student Well-being
  Through Effective Community Collaboration
• Paul Flaspohler
• Angie Ledgerwood
• Miami University
• Dawn Anderson-Butcher
• Ohio State University

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For Some of Our Kids Getting the Conditions Right
is Difficult
Parents Did Not Do Well in School
Alcoholic Mother
Depressed
Poor Health
Isolated
Smart Bored
Abused
Hungry
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ODE Logic Model
Students receive high quality instruction aligned
with academic content standards
HIGHER ACHIEVEMENT FOR ALL STUDENTS
Students have the right conditions and motivation
for learning
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Conditions Resource Assessment
Family Community
Collaborative Leadership Sustainability
Evaluation Feedback
District
Building
Academic Instruction
Student Achievement
and Learning
Youth Development
Community Partnerships
Health Social Services
Parent/Family Engagement Support
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Academic Outcomes
Getting the Conditions Right!!!!
ODEs new and expanded version for school
improvement...
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Why an expanded model

• Builds upon traditional walled-in school reform
  strategies
• Addresses conditions underlying learning (i.e.,
  non-academic barriers)
• Mobilizes community and school resources in
  support of school improvement

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Bridging Research and Practice

• Implementation guide
• Tools and resources
• OCCM liaisons providing on-site technical
  assistance
• Professional development and training
  opportunities
• Cross-site networking and sharing

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OCCMSI Pilots
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Initial Lessons Learned _at_ Implementation

• School-driven from continuous improvement
  planning process
• Strategic, sustainable partnership
• Attention to process and relationships
• Connection of needs/outcomes to effort/activities
• Priority for systems change
• Need for new roles and responsibilities
• Local context matters

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Initial Lessons Learned _at_ Technical Assistance
and Training

• Sustainable, capacity-building
• Development of experts who share their knowledge
  and experiences
• Mutual learning about connections of research and
  practice
• Role of change agent and tendencies to become
  part of system
• Questions about who is prepared to do this work
• Implications for pre- and in-service training

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Next Directions

• Future pilot project in 6 districts across Ohio
• Embedded training within Regional School
  Improvement Teams
• EPIC
• Connections of local level to content expertise
• Implications for policy

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Keeping Our Eye on the Prize - Making School
Improvement Happen One Student at a Time

• School and Community Services and Supports
• Attributes
• Individualized
• Accessible
• Timely
• Best Practice Based
• Competent
• Types (Examples)
• Academic Enrichment
• Health Services
• Social Services
• Recreation Opportunities
• Counseling Services
• After-school Programs
• Mental Health Services

• Student Strengths and Needs
• Academic
• Developmental
• Social and Emotional
• Physical and Behavioral Health

The Student
A Home Environment that Encourages and Supports
Learning
Teachers in the Classroom
Parents and Family
The System
The Goal - To have a school-parent-community
system in place that supports teachers by
responding quickly and competently to student
needs
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Prevention Support through University-Community
Partnerships

• Melissa Maras, Chris Reiger, Rochelle Rokusek,
  Kathy Conoway, Jim Mosher, Marc McLaughlin,
  Angie Ledgerwood

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A Developing Philosophy

• School is the most appropriate setting for the
  provision of mental health intervention,
  prevention and promotion services (expanded
  school-based mental health)
• The effectiveness of these services hinges on
  successful collaboration between stakeholders
• Pre-service training is essential for
  stakeholders to build the skills necessary for
  doing expanded school-based mental health

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Community Psychology in a Clinical Program?
Individual/ Family Psychotherapy in Clinic Setting
Individual/ Family Psychotherapy in School Setting
Prevention and Health Promotion in School Setting
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Center for School-Based Mental Health Programs
Classrooms
Communities
Schools/ Programs
Children and Families
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Schools, Communities, Families Children

• Opportunities
• Access to diverse services
• Support
• Great resources at an excellent value
• Obstacles
• State-mandated proficiency requirements
• Resistance to expanded school-based mental health
• Amount of services v. Collaboration between
  service-providers

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Graduate Students

• Opportunities
• Training
• Collaboration with MH stakeholders
• Research/ Practice Integration
• Flexibility
• Obstacles
• Constraints of Role Expectations
• The expert and fix-it syndrome
• Frequent turnover
• Training Students for Multiple Roles
• The tension between community and clinical
  psychology
• Accountability

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Lessons Learned
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Promoting Mental Health and School Success
Workforce Issues

• The Mental HealthEducation Integration
• Consortium (MHEDIC)
• Bringing to together national experts in
  education and mental health fields to address
• pre-service workforce preparation issues
• development of effective in-service training
  curricula and strategies
• Administered through CSBMHP (Miami U.) and
  working in conjunction with the Center for School
  Mental Health Assistance (U. of Maryland), IDEA
  Partnership, and School Mental Health Alliance

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In Addition to Parents, Teachers are On the
Mental Health Front Line

• Yet, teachers/educators are very poorly trained
  in problem recognition and mental health
  promotion
• Significant need to enhance teacher/educator
  training based on analysis of issues confronted
  in the classroom/school

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What Teachers/Educators Need

• Basic Current Knowledge About
• Role of stress in students lives and impacts on
  learning
• Signs and symptoms of mental illness diagnoses
  (e.g., depression, ADHD, anxiety disorders,
  conduct disorders)
• Risk factors and warning signs for suicide
• Protective factors that promote resilience in
  students
• Effective, culturally-informed treatments and
  supports for students with mental health problems
• Medications and effects (intended and side
  effects) on learning and behavior
• How to access community support and referral
• Impacts of stigma

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What Teachers/Educators Need

• Effective Strategies and Skills for
• Promoting mental health (well-being) and academic
  achievement through instructional techniques and
  curriculum
• Creating a positive classroom climate that offers
  a healthy learning environment and promotes
  academic, social, and emotional development for
  all students
• Creating a positive, inclusive and safe school
  culture and climate
• Working with students displaying typical
  emotional and behavior problems
• Interacting with parents in empowering and
  affirming ways
• Listening to students

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Mental Health and School Success
Websites National National Association of State
Directors of Special Education (www.nasdse.org) C
enter for School Mental Health Assistance
(CSMHA, http//csmha.umaryland.edu) Center for
Mental Health in Schools (http//smhp.psych.ucla.e
du) Ohio Center for School-Based Mental Health
Programs (http//www.units.muohio.edu/csbmhp) Cen
ter for Learning Excellence, Alternative
Education and Mental Health Projects (http//alted
mh.osu.edu/omhn/omhn.htm) Ohios Shared Agenda
Initiative (http//www.units.muohio.edu/csbmhp/sha
redagenda.html)
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This PowerPoint Presentation is posted on the
Center for School-Based Mental Health Programs
website http//www.units.muohio.edu/csbmhp/