How Do School Mental Health Services Vary Across Contexts? Lessons Learned from Two Efforts to Implement a Research-Based Strategy

Whitaker, Kelly; Fortier, Alexandra; Bruns, Eric J.; Nicodimos, Semret; Ludwig, Kristy; Lyon, Aaron R.; Pullmann, Michael D.; Short, Kathy; McCauley, Elizabeth

doi:10.1007/s12310-017-9243-2

Cited by 9 publications

(3 citation statements)

References 49 publications

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“…One strategy to increase access and decrease disparities has been providing school-based mental health services (Burns et al, 1995;Whitaker et al, 2018). However, we found that caregivers attended significantly fewer sessions when children received services in the school setting.…”

Section: Discussionmentioning

confidence: 67%

“…Additionally, service delivery setting may inhibit caregiver treatment involvement (e.g., Lindhiem & Kolko, 2010). Though school services have been deemed the de facto mental health system for youth (Burns et al, 1995;Whitaker et al, 2018), the evidence for school settings as facilitators for increased caregiver treatment involvement is mixed (Reardon et al, 2017). In fact, school-based mental health typically provides child-focused individual treatment as opposed to involving caregivers, which may compromise the effectiveness of care (Atkins, Hoagwood, Kutash, & Seidman, 2010;Atkins et al, 2015).…”

Section: Challenges To Caregiver Attendancementioning

confidence: 99%

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Caregiver Attendance as a Quality Indicator in the Implementation of Multiple Evidence-Based Practices for Children

Barnett

Lau

Lind

et al. 2019

Journal of Clinical Child & Adolescent Psychology

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and Child and Adolescent Services Research CenterObjective: This study investigated a quality indicator for children's mental health, caregiver attendance in youth psychotherapy sessions, within a system-driven implementation of multiple evidence-based practices (EBPs) in children's community mental health services. Method: Administrative claims from nine fiscal years were analyzed to characterize and predict caregiver attendance. Data included characteristics of therapists (n = 8,626), youth clients (n = 134,368), sessions (e.g., individual, family), and the EBP delivered. Clients were primarily Latinx (63%), male (54%) and mean age was 11; they presented with a range of mental health problems. Threelevel mixed models were conducted to examine the association between therapist, youth, service, EBP characteristics and caregiver attendance. Results: Caregivers attended, on average, 46.0% of sessions per client for the full sample and 59.6% of sessions for clients who were clinically indicated, based on age and presenting problem, to receive caregiver-focused treatment.

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Section: Discussionmentioning

confidence: 67%

Section: Challenges To Caregiver Attendancementioning

confidence: 99%

Caregiver Attendance as a Quality Indicator in the Implementation of Multiple Evidence-Based Practices for Children

Barnett

Lau

Lind

et al. 2019

Journal of Clinical Child & Adolescent Psychology

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“…This is true in efforts to support school mental health services (Lyon, Borntrager, Nakamura, & Higa-McMillan, 2013). Whitaker et al (2018) explored this complex system from the perspective of Brief Intervention for School Clinicians. They found that data can be leveraged to explore practice patterns across clinicians as a means of examining the impact of contextual factors in mental health care.…”

Section: Data Informed Decision Making In School Social Workmentioning

confidence: 99%

The use of data in decision making for school-based social work

Lucio¹,

Campbell²,

Kelly³

2020

International Journal of School Social Work

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Industries are increasingly taking advantage of the access provided in the digital age to use data to inform business and practice-based decision making. The profession of social work has recently called for social workers to become more data-driven, through its Grand Challenge to leverage technology such as data-driven decision making for social good. School-Based Social Workers, who often work in educational contexts that demand they collect and use data are being asked to figure out ways to engage data to help promote evidence-informed practices and process level changes. Using a scoping review, this article looks at the state of the current literature on how this process is evolving. This information can help set the stage for a framework for the systematic application of data in social work settings.

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Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism

Meza

Beidas

Ehrhart

et al. 2019

Adm Policy Ment Health

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How Do School Mental Health Services Vary Across Contexts? Lessons Learned from Two Efforts to Implement a Research-Based Strategy

Cited by 9 publications

References 49 publications

Caregiver Attendance as a Quality Indicator in the Implementation of Multiple Evidence-Based Practices for Children

Caregiver Attendance as a Quality Indicator in the Implementation of Multiple Evidence-Based Practices for Children

The use of data in decision making for school-based social work

Discrepancies and Agreement in Perceptions of Implementation Leadership: Associations with Dosage of School-Based Evidence-Based Practices for Children with Autism

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