Implementing Clinical Outcomes Assessment in Everyday School Mental Health Practice

Bohnenkamp, Jill H.; Glascoe, Tracy; Gracey, Kathy A.; Epstein, Richard A.; Benningfield, Margaret M.

doi:10.1016/j.chc.2014.11.006

Cited by 11 publications

(10 citation statements)

References 35 publications

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“…explored general barriers to implementing evidence‐based assessment of mental health within school settings. Identified barriers included time to administer, scoring and interpretation of results, the need for training, and the availability and cost of the tool 12 . Potential facilitators within a school setting included easier access to teacher reports than the logistical barriers typically experienced in traditional clinical settings 12 .…”

Section: Discussionmentioning

confidence: 99%

“…Identified barriers included time to administer, scoring and interpretation of results, the need for training, and the availability and cost of the tool 12 . Potential facilitators within a school setting included easier access to teacher reports than the logistical barriers typically experienced in traditional clinical settings 12 . The challenge of information‐sharing and privacy when mental health is being assessed within the school setting is also an important issue.…”

Section: Discussionmentioning

confidence: 99%

“…There is a need for tools to be used within the clinical skill‐set of the person administering them 33 ; and so the introduction of any tool should include clear practice guidelines about who can administer the tool, when and how it should be used, and what next steps should be taken depending on results, including the need for referral and follow‐up. Within a school setting, it has been recommended that assessment tools need to be simple due to time restraints, and to have limited training requirements to ensure affordability of wide‐scale rollout 12 …”

Section: Discussionmentioning

confidence: 99%

“…We did not identify papers in either peer-reviewed or grey literature that provided definitive information about barriers or facilitators for implementation of identified tools within a school setting. However, Bohnenkamp et al 12 explored general barriers to implementing evidence-based assessment of mental health within school settings. Identified barriers included time to administer, scoring and interpretation of results, the need for training, and the availability and cost of the tool.…”

Section: Challengesmentioning

confidence: 99%

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Psychosocial assessment tools for children and young people aged 5–18 years: A rapid review of the literature

McLean

O’Connor

Ong

et al. 2023

J Paediatrics Child Health

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Aim Schools are a key platform for health promotion and a point of connection to local health‐care services, with an almost universal reach across the child and adolescent population. This study sought to determine whether validated psychosocial assessment tools exist for a school‐based nursing program that would assist in providing an initial health assessment to identify and understand the needs of children and young people referred to the nurse, with the outcome of appropriate connection to external health and wellbeing services. Methods Rapid evidence assessment methodology was utilised to identify validated tools that could identify psychosocial concerns in children and young people aged 5–18 years. We identified articles from peer‐reviewed journals via three electronic bibliographic databases (PubMed, Embase and CINAHL). We then extended the search for evidence through a search of the grey literature. Results From 3963 peer‐reviewed articles found in the database search, 10 relevant peer‐reviewed publications met inclusion criteria. In combination with 12 grey literature sources, 33 tools were identified. These included self‐report tools (typically for children aged 11 years and older), parent‐report and teacher‐report tools. We identified the six most promising psychosocial assessment tools. However, there was limited description about implementation within school‐based nursing programs. Conclusions Several tools exist that show promise in assisting school‐based nursing programs to conduct preliminary psychosocial assessments for children and young people. The introduction of any tools into practice would require implementation guidance and evaluation, including how and when they should be used, and when referral and follow‐up is required.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Challengesmentioning

confidence: 99%

See 2 more Smart Citations

Psychosocial assessment tools for children and young people aged 5–18 years: A rapid review of the literature

McLean

O’Connor

Ong

et al. 2023

J Paediatrics Child Health

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“…Moreover, MBC is consistent with schools’ emphasis on Response to Intervention, which is using student progress data to prevent and remediate academic and behavioral difficulties [ 50 ] and accountability requests for school-based providers to demonstrate outcomes [ 51 ]. Recent studies have highlighted case examples of an MBC approach in schools, from assessment tool selection to measurement processes and the role of feedback to the student and family [ 51 , 52 ]. Yet, there still remains a substantial gap in the literature regarding implementation strategies best suited to MBC implementation when child mental health treatment services are provided on school grounds instead of a more traditional clinic or hospital setting.…”

Section: School Mental Health Treatment Servicesmentioning

confidence: 99%

Implementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA

Connors

Lyon

Garcia

et al. 2022

Implement Sci Commun

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Background Despite an established taxonomy of implementation strategies, minimal guidance exists for how to select and tailor strategies to specific practices and contexts. We employed a replicable method to obtain stakeholder perceptions of the most feasible and important implementation strategies to increase mental health providers’ use of measurement-based care (MBC) in schools. MBC is the routine use of patient-reported progress measures throughout treatment to inform patient-centered, data-driven treatment adjustments. Methods A national sample of 52 school mental health providers and researchers completed two rounds of modified Delphi surveys to rate the relevance, importance, and feasibility of 33 implementation strategies identified for school settings. Strategies were reduced and definitions refined using a multimethod approach. Final importance and feasibility ratings were plotted on “go-zone” graphs and compared across providers and researchers to identify top-rated strategies. Results The initial 33 strategies were rated as “relevant” or “relevant with changes” to MBC in schools. Importance and feasibility ratings were high overall for both survey rounds; on a scale of 1 to 5, importance ratings (3.61–4.48) were higher than feasibility ratings (2.55–4.06) on average. Survey 1 responses resulted in a reduced, refined set of 21 strategies, and six were rated most important and feasible on Survey 2: (1) assess for readiness and identify barriers and facilitators; (2) identify and prepare champions; (3) develop a usable implementation plan; (4) offer a provider-informed menu of free, brief measures; (5) develop and provide access to training materials; and (6) make implementation easier by removing burdensome documentation tasks. Provider and researcher ratings were not significantly different, with a few exceptions: providers reported higher feasibility and importance of removing burdensome paperwork than researchers, providers reported higher feasibility of train-the trainer approaches than researchers, and researchers reported higher importance of monitoring fidelity than providers. Conclusions The education sector is the most common setting for child and adolescent mental health service delivery in the USA. Effective MBC implementation in schools has the potential to elevate the quality of care received by many children, adolescents, and their families. This empirically derived, targeted list of six implementation strategies offers potential efficiencies for future testing of MBC implementation in schools.

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Parent and Teacher Rating Scales

Frick¹,

Barry²,

Kamphaus³

2020

Clinical Assessment of Child and Adolescent Personality and Behavior

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Implementing Clinical Outcomes Assessment in Everyday School Mental Health Practice

Cited by 11 publications

References 35 publications

Psychosocial assessment tools for children and young people aged 5–18 years: A rapid review of the literature

Psychosocial assessment tools for children and young people aged 5–18 years: A rapid review of the literature

Implementation strategies to promote measurement-based care in schools: evidence from mental health experts across the USA

Parent and Teacher Rating Scales

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