Barriers to Service Utilization and Child Mental Health Treatment Attendance Among Poverty-Affected Families

Bornheimer, Lindsay A.; Acri, Mary; Gopalan, Geetha; McKay, Mary M.

doi:10.1176/appi.ps.201700317

Cited by 36 publications

(19 citation statements)

References 12 publications

(19 reference statements)

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“…Students' self-reported self-efficacy improved from pre-test to post-test for the total score and for each domain score (i.e., exploration, insight, and action). Though self-reported self-efficacy does not directly measure changes in applied clinical skills, clinical self-efficacy is an essential predictor of real-world implementation of evidence-based practice (Abrahamson et al 2012;Bornheimer et al 2018). Additionally, we found some initial correlational evidence that simulation performance may be related to changes in selfefficacy.…”

Section: Initial Effectiveness Via Self-efficacymentioning

confidence: 68%

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Smith

Bornheimer

et al. 2020

Clin Soc Work J

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Although masters-level social work students typically build clinical skills via role-playing with their peers or instructors, several innovative training simulations are emerging in the literature that may enhance existing skill-building methodologies. We evaluated the initial feasibility, acceptability, usability, and effectiveness of three computerized simulations (two cognitive behavioral therapy, one motivational interviewing) during an interpersonal practice course among 22 students in a Master of Social Work program accredited by the Council on Social Work Education. Trainees repetitively practiced their clinical skills with virtual clients while receiving feedback via real-time nonverbal cues, transcript review, and performance assessment across pre-specified theoretical learning objectives. Across the three simulations, at least 86.4% of students completed the required protocol and completed M = 468.95 (SD = 178.27) minutes of simulated sessions. Students improved their scores (range 0 to 100) across all the simulations from M = 63.41 (SD = 11.13) to M = 93.64 (SD = 3.24). Students found the simulations to be acceptable with strong usability. Paired sample t-tests revealed students reported greater self-efficacy in general clinical skills, exploration skills, insight skills, and action skills between pre-test and post-test after completing the simulations (all p < 0.001). Students reported that the clinical skills learned from the simulations translated into successful interactions with real-world clients during their field placements. We discuss the results of this initial feasibility study within the context of simulation-based learning and the potential for broader implementation within MSW programs.

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Section: Initial Effectiveness Via Self-efficacymentioning

confidence: 68%

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Smith

Bornheimer

et al. 2020

Clin Soc Work J

Self Cite

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“…Recognizing the ethnic/racial differences of child needs is essential in developing and implementing early childhood intervention programs. Specifically, to address the ethnic/racial disparities in terms of access to services, program implementation should target the barriers that contribute to the disparities, which include time, location, cost, difficulties in engaging families, and lack of perceived needs (Bornheimer et al, 2018 ; Green et al, 2020 ; Haine-Schlagel & Walsh, 2015 ). Family-centered practices of early intervention have been promoted by childcare researchers and practitioners.…”

Section: Discussionmentioning

confidence: 99%

Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Fan

Linder

D’Amico

et al. 2021

Early Childhood Educ J

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The impact of children's health, wellbeing, and family environment on their learning and development is evident. Identifying the needs of children and their families is the first step to effectively developing and implementing programs that promote child development. This research employed a convergent mixed methods design and incorporated multiple data collection and analysis techniques to explore the needs of prekindergarten children related to their health, wellbeing, and family environment. A large-scale survey, regional meetings, and focus groups were conducted among a total of 4615 parents/caregivers, organizational representatives, and community members in the state of South Carolina, in the United States. Understanding child development, getting services for children and families, making childcare accessible and affordable, having enough family time, building strong relationships with children, and community support for families were identified as priorities. Parents/caregivers of different socio-demographic backgrounds prioritized different needs.

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“…Many practical and perceptual barriers also contribute to disparities in the receipt of services. These include practical barriers of time, location, and cost of attendance (Haine-Schlagel & Walsh, 2015); stigma and perceived usefulness of treatment (Alegría, Atkins, Farmer, Slaton, & Stelk, 2010; Owens et al, 2002; Reardon et al, 2017); difficulties engaging families in care, particularly for the most vulnerable and high-risk families (Bornheimer, Acri, Gopalan, & McKay, 2018; McKay & Bannon, 2004); and lack of perceived need (Green et al, 2020). Recently, a multidisciplinary international colloquium convened to explicitly examine how to leverage D&I science to reduce decades-long disparities in mental health care access and treatment for children and families (Stadnick et al, 2020).…”

Section: Background: Trends and Disparities In Children’s Mental Heal...mentioning

confidence: 99%

Aligning dissemination and implementation science with health policies to improve children’s mental health.

Purtle

Spandorfer

Peth-Pierce

et al. 2020

American Psychologist

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The prevalence of mental health problems among children (ages 0 -21) in the United States remains unacceptably high and, post-COVID-19, is expected to increase dramatically. Decades of psychological knowledge about effective treatments should inform the delivery of better services. Dissemination and implementation (D&I) science has been heralded as a solution to the persistent problem of poor quality services and has, to some extent, improved our understanding of the contexts of delivery systems that implement effective practices. However, there are few studies demonstrating clear, population-level impacts of psychological interventions on children. Momentum is growing among communities, cities, states, and some federal agencies to build "health in all policies" to address broad familial, social, and economic factors known to affect children's healthy development and mental health. These health policy initiatives offer a rare opportunity to repurpose D&I science, shifting it from a primary focus on evidence-based practice implementation, to a focus on policy development and implementation to support child and family health and well-being. This shift is critical as states develop policy responses to address the health and mental health impacts of the COVID-19 pandemic on already-vulnerable families. We provide a typology for building research on D&I and children's mental health policy. Public Significance StatementThe prevalence of mental health problems among children remains unacceptably high. Communities, cities, states, and some federal agencies are building "health in all policies" initiatives that address broad familial, social, and economic factors known to affect children's healthy development. These initiatives offer a rare opportunity to repurpose D&I science and shift it from a primary focus on evidence-based practice implementation, to a focus on policy dissemination and implementation.

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Barriers to Service Utilization and Child Mental Health Treatment Attendance Among Poverty-Affected Families

Cited by 36 publications

References 12 publications

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness

Identifying the Needs of Prekindergarten Children: A Focus on Health, Wellbeing, and Family Environment

Aligning dissemination and implementation science with health policies to improve children’s mental health.

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