Predictors of Disparities in Access and Retention in School-Based Mental Health Services

Whitaker, Kelly; Nicodimos, Semret; Pullmann, Michael D.; Duong, Mylien T.; Bruns, Eric J.; Wasse, Jessica Knaster; Lyon, Aaron R.

doi:10.1007/s12310-017-9233-4

Cited by 23 publications

(9 citation statements)

References 59 publications

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“…Findings from this study add to the limited studies examining disparities in SBMH use among AA youth (Whitaker et al, 2018). Specifically, by directly eliciting youth voices in the discussion of SBMH usage among first-and second-generation AA immigrant youth (Soleimanpour et al, 2008), this study adds relevant information for use by SBMH providers and other stakeholders in the goal of increasing SBMH use among AA immigrant youth.…”

Section: Discussionmentioning

confidence: 88%

“…However, despite the promise of schools in reducing barriers to seeking and obtaining mental health services, research has demonstrated that AA youth also tend to underutilize mental health services in school settings (Anyon, Ong, & Whitaker, 2014; Whitaker et al, 2018). Specifically, though AA and Latino youth, two of the largest and fastest growing immigrant groups, share similar barriers to accessing mental health care, including stigma (Yeh, Hough, McCabe, Lau, & Garland, 2004), language barriers (Snowden & Yamada, 2005), economic barriers (Kataoka, Zhang, & Wells, 2002), and family-related barriers (Leong & Lau, 2001), as well as comparable rates of mental health need, AA youth are less likely to use school-based mental health (SBMH) services (Bear, Finer, Guo, & Lau, 2014).…”

Section: School-based Mental Health Services and Aa Youthmentioning

confidence: 99%

“…Although research examining the effectiveness of SBMH programming with ethnic minority youth generally (Lyon, Ludwig, Stoep, Gudmundsen, & McCauley, 2013) and AA youth in particular (Kumpfer, Magalhães, & Xie, 2017) is growing, such examinations “quickly become irrelevant if ethnic minority adolescents do not find their way into” these services (Cauce et al, 2002, p. 52). Though initial research examining underutilization of SBMH services by AA youth has been conducted, studies directly querying AA youth using in-depth exploration of their perceptions of SBMH services is lacking (Whitaker et al, 2018). Accordingly, this study used focus group methodology to answer the following research questions: (1) What are first- and second-generation AA immigrant youth’s perceptions of SBMH services?…”

Section: Current Studymentioning

confidence: 99%

See 2 more Smart Citations

School-based mental health for Asian American immigrant youth: Perceptions and recommendations.

Arora

Algios

2019

Asian American Journal of Psychology

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Despite the promise of school-based mental health (SBMH) in increasing access to mental health services among Asian American (AA) youth, these youth continue to underutilize such services. Although initial research has sought to examine disparities among SBMH service use, these studies have been few in number and have almost exclusively used survey methodology. Accordingly, this study sought to obtain in-depth information from urban-residing, first-and second-generation AA immigrant youth regarding their perceptions of SBMH services, as well as their recommendations for how schools can seek to better engage and address the mental health needs of these students. Thirty-three (n ϭ 33; 58% female) school-aged AA youth participated in focus groups. Data were analyzed using a grounded theory approach. Themes related to awareness and misconceptions of SBMH, as well as positive and negative views of SBMH services, emerged from the students' responses. Further, several recommendations were emphasized, including (a) providing psychoeducation about mental health and services, (b) engaging students and parents, and (c) maintaining privacy and confidentiality. Findings have implications for the development and tailoring of SBMH services for first-and second-generation AA immigrant youth. What is the public significance of this article?This study sought to obtain information from urban-residing, first-and second-generation Asian American immigrant youth regarding their perceptions of school-based mental health (SBMH) services. Findings point to varying levels of awareness and misconceptions regarding SBMH, positive and negative views of SBMH, and several student recommendations for how to improve SBMH. Findings have implications for the development and tailoring of SBMH services for first-and second-generation Asian American immigrant youth.

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Section: Discussionmentioning

confidence: 88%

Section: School-based Mental Health Services and Aa Youthmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

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School-based mental health for Asian American immigrant youth: Perceptions and recommendations.

Arora

Algios

2019

Asian American Journal of Psychology

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“…Applying implementation science methods to advance EBP implementation in schools is particularly advantageous for youth and families. Schools reduce barriers of access to mental health services often encountered in clinic-or hospital-based settings, meaning that EBPs implemented in schools have potentially broad reach (40,41) because traditionally, virtually all children physically attend school. Also, school-based implementation of EBPs allows for adaptation to local culture and contexts that is scalable across communities and states (42,43).…”

Section: School Mental Health Treatment Servicesmentioning

confidence: 99%

Implementation Strategies to Promote Measurement-Based Care in Schools: Evidence from Mental Health Experts Across the United States

Connors

Lyon

Garcia

et al. 2021

Preprint

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Background: Despite an established, comprehensive taxonomy of implementation strategies, minimal guidance exists for how to select and adapt strategies to specific services and contexts. We employed a replicable method to identify 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; 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, and providers reported higher feasibility of train-the trainer approaches than researchers; 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 United States. 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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“…Mental health services are widely available in private and public schools and across racial/ethnic student populations; however, allocation disparities in access exist between rural and urban/metropolitan schools [ 34 , 35 , 36 , 37 ]. Schools are often in centralized geographic locations where young people spend most of their time, promoting access to connections and helpful resources.…”

Section: Introductionmentioning

confidence: 99%

An Exploratory Case Study of the Types of Resources Black Boys Use to Support Their Mental Health

et al. 2022

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Black adolescent boys experience mental health challenges because of their exposure to a greater frequency and severity of psychosocial stressors. This study used a sample of Black boys at a high school in southeastern Michigan as a case study to understand the types of resources Black boys might use to support their mental health. After conducting a rigorous analysis of the study data using a rapid and an accelerated data reduction technique, four themes helped us answer the question: What kinds of mental health support resources are Black boys using? Four themes emerged from our analysis: online resources, community and trusted individuals, self-reliance, and additional needs. This case study is a springboard for further work to tailor a mental health education and support intervention, such as the YBMen Project, for Black boys and for building additional support amid the multiple crises occurring that impact their mental health and safety. Findings have implications for future research, practice, and policy to improve the mental health of Black boys in high school.

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Predictors of Disparities in Access and Retention in School-Based Mental Health Services

Cited by 23 publications

References 59 publications

School-based mental health for Asian American immigrant youth: Perceptions and recommendations.

School-based mental health for Asian American immigrant youth: Perceptions and recommendations.

Implementation Strategies to Promote Measurement-Based Care in Schools: Evidence from Mental Health Experts Across the United States

An Exploratory Case Study of the Types of Resources Black Boys Use to Support Their Mental Health

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