s chool c ommunity p artnership for m ental h ealth an mps school based “mental fitness” program...
TRANSCRIPT
![Page 1: S chool C ommunity P artnership for M ental H ealth An MPS School Based “Mental Fitness” Program Charlie Bauernfeind, Milwaukee Public Schools Sheri Johnson,](https://reader035.vdocuments.net/reader035/viewer/2022062516/56649d745503460f94a5468b/html5/thumbnails/1.jpg)
School Community Partnership for Mental HealthAn MPS School Based “Mental Fitness” Program
Charlie Bauernfeind, Milwaukee Public SchoolsSheri Johnson, Medical College of WisconsinCarrie Koss Vallejo, IMPACT Planning CouncilSebastian Ssempijja, Sebastian Family Psychology Practice
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Using the Clickers
Each of you has a “clicker” that will allow you to respond to questions during the presentation, and we’ll be able to see the responses.
Please use the pad of your finger to press buttons –not your fingernail.
You can change your answer, but only your last response will “count.”
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Getting to know our audienceWhat field do you work in?
1 2 3 4 5 6 7
10%
5% 5%
38%
14%
5%
24%
0%
5%
10%
15%
20%
25%
30%
35%
40%1. Mental health provider2. Education- At a university3. Education- K-12 (Admin)4. Education – K-12 (SSW)5. Education – K-12 (School Psy)6. School Nurses7. Other
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SCPMH Goal Statement
The goal of the School Community Partnership for Mental Health is to:
refine and demonstrate the effectiveness of
a collaborative partnership model of mental health promotion and service
to influence systems changes needed for sustainability.
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PartnersResearch Assistants/
Community Health Workers
Community Mental Health Providers
HMOs
Sebastian Family Psychology
Practice, LLC
Schools in WI’s largest district and a Head Start provider
Academic Partners Funders
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Story Session OutlineChapter 1: SCPMH – The Early YearsNeeds AssessmentBuilding the model Addressing systems barriers
Chapter 2: SCPMH- The Middle YearsPerspectives from School Staff, Researchers, Community Health Workers & Therapists
Case Discussion
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Story Session Outline
Chapter 3: SCPMH- GraduationTreatment InitiationSchool and Parent SatisfactionBehavioral ImprovementStigma
Chapter 4: SCPMH-Lessons LearnedOutcomes
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Chapter 1 –The Early YearsNeeds Assessment, Model Building, Barrier Busting
Photo from City of Milwaukee’s I want a strong baby public health campaign
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The Early Years (2005-2009)1) National Family Week Partnership
study (2005) of mental health services for youth in Milwaukee –
ACCESS IS PROBLEMATIC.
2) Milwaukee Public Schools estimated only-
5% of STUDENTS GET CARE.
3) Youth Mental Health Connections,
COMMITS TO ACTION.Connecting Need and Capacity: A Study of Mental Health Services for Youth in Milwaukee County Lengyel et al 2005
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The Early Years (2008-2009)
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Need for better
Screening and
Referral processes
Outcome data
Relationships between
schools and community providers
Engagement with Parents
and Caregivers
Incorporation of evidence
based practices
Feedback and coordination with teachers
Sustainability Plans
Early intervention
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The Middle Years:Pilot strategies
Views from School Staff, Community Mental Health Providers, Researchers and Community Health Workers
Case Discussion
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The Middle Years: 2009-2013 Three community-based agencies providing
part-time consultation and direct services in collaboration with four Milwaukee Public Schools
Project coordinator working with Leadership Team to oversee implementation
Public Health researchers developing and testing a process for outcomes research incorporating Community Health Workers
Operations manual and referral system being developed to support expansion
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II
I
III
• Refer selected students• Obtain ROI• Consultation with Guardian• Individual / Family Therapy
• Consultation with Staff• Classroom
presentations
• School embedding activities
SBIRT & PBIS3 Levels of Support System
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SCPMH Community CoordinatorThe coordinator is the “go-to” person for the participating community mental health agencies
The coordinator assures that the community partners understand and comply with their roles
The coordinator works with insurance providers, community health workers, government agencies, and university researchers to enhance collaborative efforts
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SCPMH School CoordinatorThe coordinator is the “go-to” person for schools
Coordinates school events and communications
Assures record keeping and data collection
Addresses problems at schools Assures compliance with SCPMH policies and procedures
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School Staff Perspective
Mental Health is taboo → Mental Fitness Overcoming “union” issues Need full-time support services staff to triage Building Bridges to schools takes time The Building Principal The Pupil Services Support Staff The Classroom Teacher Building trust is a slow processSchool calendar and attendance are issues
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COMMUNITY HEALTH WORKER ROLE-Bridge Building Assist with delivery and completion of initial
paperwork by parents- ROIs, research consents and data
Conduct “check-ins” with providers and teachers
Assure two-way communication with families
Provide links to broad range of resources – school social worker and others
Participate in school’s family events and staff meetings
Provide a cultural/linguistic bridge for families to schools and providers
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CHW/Parent Interactions at School Events
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Community Health Worker (CHW) Perspective
New role
Research assistant
Varied responsibilities:
Making home visits
Sharing info with therapist and
school
Finding additional services for
clients
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What is the first priority for a CHW when meeting a family?
12
34
11%
0% 5%
84%
0%
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90%
1. Get a Release of Information (ROI)
2. Sign family up for research
3. Connect family to support services
4. Build an alliance/trusting relationship
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Community Mental Health Agency Perspective
Reflections on the processAdministrator buy inClinicians who had the “right fit”Provider/Client Alliance
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Community Mental Health Agency Perspective
Implementation experiences and deliverablesCulture shiftAgency utilizationFeedback and ongoing assessment
Standardization of and operational momentum
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Case Study DiscussionPhoto credit: MCW Annual Report – SCPMH staff from Medical College of
Wisconsin, Milwaukee Publics Schools, IMPACT Planning Council and Sebastian Family Psychology Practice.
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How should SCPMH intervene?12 year old male studentClassmates report he was bit by a dog
Teacher notes grades starting to slipSSW engages student, provides social emotional support
Student develops attendance issuesSSW discovers student and mother were victims of random gunfire
Student detaches from friends
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What are the major obstacles to school based mental health services?
1. Teachers are resistant
2. School administrators won’t allow it
3. Community providers aren’t interested
4. Parents are not invested
5. There is no good source of funding
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Evidence Based Therapy is overrated and hard to implement in real world settings1. True 2. False
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How important is it that families who receive therapy participate in the research?
Please rate 1 (lowest) - 5 (highest)
1 2 3 4 5
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Chapter 3: GraduationDo we have the data to go forward?
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Stages of Implementation (Perales, Johnson, Barret and Eber)
Focus Stage Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Getting it right
Making it better
Should we do it
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What have we learned?Treatment Initiation RatesStigmaProgram Satisfaction and ChallengesSchool Staff ParentsMental Health Providers and Community Health Workers
Behavioral Improvement
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Treatment Initiation
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Perceptions of Stigma among School Staff and Parents
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Program EvaluationOpen ended interviews with parents of students enrolled in treatment (N=6)
Open ended interviews with principals from 4 schools (N=4; 100% response)
Closed ended survey data from staff at 4 schools (N=171; 69% response rate)
Open ended survey data from community mental health providers and community health workers (N=9; 100% response rate)
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Overarching Themes - Positive Access
Safe environment for kidsConvenient for parentsSmart/Efficient for everyone
PartnershipNovelHelpfulNeeded
OutcomesBehavior change
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Overarching Themes - NegativeLogistics
ConsentCommunicationCapacityCoordination
Parent InvolvementLower than desired
Missed opportunity for input
Missed opportunity for addressing stigma
Stigma
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Behavioral and Academic Outcomes-The Plan
For those who consented to research: Strengths and Difficulties Questionnaire baseline, 3 months, 6 monthsparent, teacher, student
Revised Working Alliance Inventory 4 weeks, 6 monthsparent, teacher, student
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+Behavioral Outcomes
1) Office Referrals:
Significant difference between pre/post intervention (p=.03)
2) Disciplinary Action Taken:
Significant difference between pre/post (p=.0065)
1) Office Referrals:
Significant difference between pre/post intervention (p=0.014)
2) Disciplinary Action Taken:
Significant difference between pre/post (p=0.003)
2011-2012 Cohort 2012-2013 Cohort
Wilcoxon signed rank sum test used to test the significance of two paired samples.
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Office Referrals- trends toward decline for those in therapy 2011-2012 School Year
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Attendance – remained stable2011-2012 School Year
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Chapter 4: Lessons LearnedFrom the real world
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Lesson Learned:
How do we implement best practices to engage parents?
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School Staff Survey Results
*Dichotomized for Satisfied/Not Satisfied
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Good News!
MPS and partners expanding to a total of 8 schools in September 2014, including an MPS Charter School and a Head Start K5 school
MCW Department of Behavioral Medicine and Psychiatry providing evidence-based intervention consultation in 2014-15 school year
Project Prevent grant to MPS awarded in September 2014, expanding to 11 additional schools in 2015 and 2016 school years
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Acknowledgements Dena Radtke and staff, MPS
Sue McKenzie, Rogers Memorial Hospital
Katie Pritchard and staff, IMPACT Planning Council
Audrey Potter, IMPACT Planning Council
Pippa Simpson and staff, MCW
Chelsea Hamilton, MCW
Sandy Bogar, MCW; Vania Trejo, Zoey Schmidt, UWM
Kevin O’Brien and staff, Aurora Family Services
Cathy Arney and staff, Pathfinders Milwaukee
Sebastian Family Practice staff
Families and staff at OW Holmes, Hopkins Lloyd, Wedgewood Park and Audubon.