Issues in the evaluation of mental health services for children.

Koocher, Gerald P.; Broskowski, Anthony

doi:10.1037/0735-7028.8.4.583

Cited by 17 publications

(6 citation statements)

References 5 publications

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“…It is also offered as a means of encouraging others to report their experiences in evaluation of this difficult area.Psychologists evaluating the effectiveness of their services in educational settings will be frustrated by the paucity of evaluation instruments or published reports of evaluation efforts. Koocher and Broskowski (1977), writing about issues in the evaluation of mental health services for children, reported finding only two high-quality studies of mental health service delivery (one in residential care and one dealing with short-term psychotherapy), which is consistent with the lack we found in regard to evaluation of school psychological services. Although there is a voluminous literature on accountability and evaluation in general, we could locate only four studies specifically oriented to school psychology.…”

supporting

confidence: 74%

Perception of case conduct as a means of evaluating school psychological services.

Colligan¹,

McColgan²

1980

Professional Psychology

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There is a remarkable lack of information about evaluating the effectiveness of school psychological services. A 40-item questionnaire was developed and used to survey the opinions of all possible recipients of such services in a small rural school system. Questionnaire items were grouped into six broad categories (personal/professional qualities of the consultant, teacher involvement, assessment, written communication, parents, students). Results are discussed in terms of respondent satisfaction by category. The questionnaire should be useful for stimulating ideas for in-service training, as a reflection of the degree of satisfaction with the consultative process, and as an overall guide for improving consultative services. It is also offered as a means of encouraging others to report their experiences in evaluation of this difficult area.Psychologists evaluating the effectiveness of their services in educational settings will be frustrated by the paucity of evaluation instruments or published reports of evaluation efforts. Koocher and Broskowski (1977), writing about issues in the evaluation of mental health services for children, reported finding only two high-quality studies of mental health service delivery (one in residential care and one dealing with short-term psychotherapy), which is consistent with the lack we found in regard to evaluation of school psychological services. Although there is a voluminous literature on accountability and evaluation in general, we could locate only four studies specifically oriented to school psychology. This report describes our preliminary efforts at systematically gathering information about perceptions of services provided to all potential consumers of psychological consultation services in a rural school system.Tomlinson (1973,1974) described an accountability system in which an intervention-effectiveness rating was derived. This rating was based on the degree to which changes in target behaviors, described in the initial case consultation, were effected and maintained. Data were obtained from the person having the greatest opportunity to observe the target behavior, usually the classroom teacher. In addition to the effectiveness rating, Tomlinson's procedure provided information about types and frequencies of problems for which school psychologists were asked to offer formal recommendations for intervention. It also allowed estimates of the frequencies and types of cases in which recommendations were not carried out nor alternate plans developed. An obvious shortcoming of the Tomlinson study is that it relates to a relatively limited area of school psychology functioning. It clearly demonstrates, however, the need to use specific behavioral terms for recommendations, implementation, and evaluation.Conti and Bardon (1974) proposed a three-scale questionnaire (written communication, verbal communication, and personal effectiveness) for evaluation of compe-

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supporting

confidence: 74%

Perception of case conduct as a means of evaluating school psychological services.

Colligan¹,

McColgan²

1980

Professional Psychology

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“…How these services interact with one another and with what consequences is an enormously important issue, especially in light of concern over rising health care costs (Kilburg, 1978). Koocher and Broskowski (1977) discussed the interconnected quality of children's mental health services and the need for comprehensive evaluation of service networks. Their analysis could be applied to most if not all health care settings.…”

Section: Development and Evaluation Of Health Care Networkmentioning

confidence: 99%

Psychology and the creation of health care settings.

Tefft¹,

Simeonsson²

1979

Professional Psychology

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The development of innovative relationships between psychologists and health care facilities is viewed as an example of setting creation. These efforts involve predictable problems that are often not dealt with realistically due to a limited understanding of the setting-creation process. Moreover, health care settings are dominated by a culture and an organizational structure that are inconsistent with adequate psychosocial care. These arguments are applied to pediatric settings, where psychologists have recreated past problems by employing traditional helping approaches from their previous experience. Alternative approaches are suggested. The successful creation of distinctive health care settings requires a more comprehensive understanding of organizational and institutional change, toward which psychologists have historically shown little inclination.The involvement of psychologists in health care settings has been increasing at a relatively steady rate for over a decade (Lubin, Nathan, & Matarazzo, 1978). The creation of new interdisciplinary roles, the development of training opportunities, and the publication of topical research in psychological and medical journals lend the appearance of progressive social and professional change.Without question, the values and intentions underlying these efforts, namely, interdisciplinary cooperation toward providing better, more comprehensive health care, are laudable and deserve support. However, agreement on values and good intentions is not instructive concerning their implementation and is therefore necessary but insufficient to maintain innovative organizational change.

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“…THE AUTHORS ARE GRATEFUL to members of the Bellefaire/Jewish Children's Bureau National Advisory Board and board consultants whose collective advice is reflected in this article. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Kathleen Wells, Bellefaire/Jewish Children's Bureau, 22001 Fairmount Boulevard, Cleveland, Ohio 44118. and practice in mental health service organizations of all types (Feldman, 1980;Koocher &Broskowski, 1977). 1 These calls have been based on the assumptions that (a) research conducted in academic settings has had relatively little impact on mental health services (Bergin & Strupp, 1972); (b) research can be used to improve services; and (c) this gap between scientific knowledge and clinical practice can be narrowed by means of involving clinicians in research and integrating research and treatment.…”

mentioning

confidence: 99%

Toward institutionalization of a research capacity in mental health service organizations.

Wells¹,

Feldman²,

Kelman³

1988

Professional Psychology: Research and Practice

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Barriers to the integration of research and practice in mental health service organizations are delineated, and organizational practices to promote research institutionalization are developed. On the basis of our experiences and a literature review, key barriers are identified: inadequate rationales for research models, flaws in research implementation, divergences in clinical and research perspectives, and a paucity of long-term funding for research. Criteria by which to evaluate organizational readiness to engage in institutionalization are delineated. Then sustaining rationales for research program development, specific implementation practices, and strategies for procuring funds arc reviewed.

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Issues in the evaluation of mental health services for children.

Cited by 17 publications

References 5 publications

Perception of case conduct as a means of evaluating school psychological services.

Perception of case conduct as a means of evaluating school psychological services.

Psychology and the creation of health care settings.

Toward institutionalization of a research capacity in mental health service organizations.

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