Promoting School Mental Health With a Systems of Care Approach: Perspectives From Community Partners

Powers, Joelle D.; Msw, Kristina C. Webber; Bower, Heather

doi:10.1080/15332985.2010.534363

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Previous research suggests that partnerships between schools, families, and community service providers are required to effectively meet students' mental health needs and improve their academic and social outcomes (Atkins et al, 2003;Power, 2003;Splett & Maras, 2011;Weist et al, 2006). The success of school-based partnership programs rests heavily on family and teacher opinions of the effectiveness and accessibility of the programs and services offered, because families and teachers play critical roles in children's treatment.…”

Section: Discussion and Implications For Practicementioning

confidence: 96%

“…health services, such as improved achievement, school attendance, and quality of life for children (Power, 2003;Splett & Maras, 2011;Weist, Ambrose, & Lewis, 2006). School-based programs may also increase access to services and reduce barriers found in community mental health settings (Atkins, Graczyk, Frazier, & Abdul-Adil, 2003;Stephan, Weist, Katoka, Adelsheim, & Mills, 2007).…”

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confidence: 97%

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Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Wegmann

Powers

Blackman

2013

Journal of Family Social Work

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Family perspectives facilitate participation and positive outcomes in child mental health treatment. In schools, families and teachers must cooperate to best meet children’s mental health needs, also making teacher perspectives important. In this study, caregivers and teachers participated in focus groups following the pilot year of a school-based mental health (SBMH) project. Participants noted successes and challenges of the project and suggested improvements. Although this study focuses on the SBMH project, many of the study implications are applicable to other school mental health programs and may be of value to school and community practitioners

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Section: Discussion and Implications For Practicementioning

confidence: 96%

mentioning

confidence: 97%

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Wegmann

Powers

Blackman

2013

Journal of Family Social Work

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“…Systems of care is a US approach to the delivery of children's mental health services, first conceptualised in the mid-1980s and later refined and implemented in the mid-1990s with the release of federal funds. It is a philosophy of how care should be delivered 76 This is an Open Access publication distributed under the terms of the Creative Commons Attribution CC BY 4.0 licence, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. See: https://creativecommons.org/licenses/by/4.0/.…”

Section: G1 Systems Of Carementioning

confidence: 99%

“…The only group G acceptability data were for systems of care. Three studies obtained information from parents (Champine 2018, Heflinger 1996, Measelle 1998), another information from staff (Powers 2011). Champine 2018 investigated an early childhood system of care finding there was no universal agreement on the most helpful aspect of services, but many parents found family support and parenting skills education to be the most helpful.…”

Section: Acceptabilitymentioning

confidence: 99%

Service design for children and young people with common mental health problems: literature review, service mapping and collective case study

Pryjmachuk,

Kirk,

Fraser

et al. 2024

Health Soc Care Deliv Res

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Background The mental health of children/young people is a growing concern internationally. Numerous reports and reviews have consistently described United Kingdom children’s mental health services as fragmented, variable, inaccessible and lacking an evidence base. Little is known about the effectiveness of, and implementation complexities associated with, service models for children/young people experiencing ‘common’ mental health problems like anxiety, depression, attention deficit hyperactivity disorder and self-harm. Aim To develop a model for high-quality service design for children/young people experiencing common mental health problems by identifying available services, barriers and enablers to access, and the effectiveness, cost effectiveness and acceptability of such services. Design Evidence syntheses with primary research, using a sequential, mixed-methods design. Inter-related scoping and integrative reviews were conducted alongside a map of relevant services across England and Wales, followed by a collective case study of English and Welsh services. Setting Global (systematic reviews); England and Wales (service map; case study). Data sources Literature reviews: relevant bibliographic databases and grey literature. Service map: online survey and offline desk research. Case study: 108 participants (41 children/young people, 26 parents, 41 staff) across nine case study sites. Methods A single literature search informed both reviews. The service map was obtained from an online survey and internet searches. Case study sites were sampled from the service map; because of coronavirus disease 2019, case study data were collected remotely. ‘Young co-researchers’ assisted with case study data collection. The integrative review and case study data were synthesised using the ‘weaving’ approach of ‘integration through narrative’. Results A service model typology was derived from the scoping review. The integrative review found effectiveness evidence for collaborative care, outreach approaches, brief intervention services and the ‘availability, responsiveness and continuity’ framework. There was cost-effectiveness evidence only for collaborative care. No service model appeared to be more acceptable than others. The service map identified 154 English and Welsh services. Three themes emerged from the case study data: ‘pathways to support’; ‘service engagement’; and ‘learning and understanding’. The integrative review and case study data were synthesised into a coproduced model of high-quality service provision for children/young people experiencing common mental health problems. Limitations Defining ‘service model’ was a challenge. Some service initiatives were too new to have filtered through into the literature or service map. Coronavirus disease 2019 brought about a surge in remote/digital services which were under-represented in the literature. A dearth of relevant studies meant few cost-effectiveness conclusions could be drawn. Conclusions There was no strong evidence to suggest any existing service model was better than another. Instead, we developed a coproduced, evidence-based model that incorporates the fundamental components necessary for high-quality children’s mental health services and which has utility for policy, practice and research. Future work Future work should focus on: the potential of our model to assist in designing, delivering and auditing children’s mental health services; reasons for non-engagement in services; the cost effectiveness of different approaches in children’s mental health; the advantages/disadvantages of digital/remote platforms in delivering services; understanding how and what the statutory sector might learn from the non-statutory sector regarding choice, personalisation and flexibility. Study registration This study is registered as PROSPERO CRD42018106219. Funding This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: 17/09/08) and is published in full in Health and Social Care Delivery Research; Vol. 12, No. 13. See the NIHR Funding and Awards website for further award information.

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Enhancing Implementation Support for Effective School Behavioral Health

Hartley

Orlando

2020

School Behavioral Health

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Promoting School Mental Health With a Systems of Care Approach: Perspectives From Community Partners

Cited by 6 publications

References 17 publications

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Service design for children and young people with common mental health problems: literature review, service mapping and collective case study

Enhancing Implementation Support for Effective School Behavioral Health

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