Service Coordination in Children's Mental Health: An Empirical Study from the Caregiver's Perspective

Koren, Paul E.; Paulson, Robert I.; Kinney, Ronald F.; Yatchmenoff, Diane K.; Gordon, Lynwood J.; DeChillo, Neal

doi:10.1177/106342669700500304

Cited by 34 publications

(17 citation statements)

References 23 publications

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“…In those situations, participation may have the power to increase children's safety, the success of care arrangements, and the children's feelings of well-being (Vis et al, 2011). The studies that presented outcomes of participation-enhancing interventions focused on compliance rates (Littell, 2001), empowerment (Singh & Curtis, 1997), service coordination (Koren & Paulson, 1997), and treatment response (Nix et al, 2009).…”

Section: Participationmentioning

confidence: 98%

“…Participation was defined as the active engagement of clients (Littell, 2001;Nix et al, 2009) and their involvement in treatment decision making, in planning coordinated services, and in assessing how well services work together (Koren & Paulson, 1997). In comparison to involvement in terms of attendance, attending training sessions alone is not sufficient to speak of "participation"; the quality of participation is decisive (Nix et al, 2009).…”

Section: Participationmentioning

confidence: 99%

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Needs-led child and youth care: Main characteristics and evidence on outcomes

Metselaar

Yperen

Bergh

et al. 2015

Children and Youth Services Review

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a b s t r a c tNeeds-led child and youth care has three main characteristics: a continuous focus on clients' needs, client participation in the care process (including decision making), and practitioners' displays of needs-led attitudes and skills. The primary aim of this review was to establish whether there is evidence for using a needs-led approach when working with children and families in need. We performed a literature search to find reviews and outcome studies of child and youth care for school-aged children and their families which included the core characteristics of needs-led care, and related them to outcome measures. Only a few studies attributed positive outcomes of care to the attention given to clients' needs and goals. Most studies referred to participation in terms of clients' involvement or engagement. Higher levels of participation were associated with positive changes in child behaviors and parenting stress, client satisfaction, higher completion rates, safety for children, feelings of well-being and empowerment, and better service coordination. Significant professional attitudes and skills included listening to clients and working in active partnership with them. There is some proof for the relevance of core characteristics of needs-led child and youth care, although that evidence is limited by the lack of rigorous studies. This study indicates that needs-led child and youth care can make a difference. Future research should pay attention to the intertwinement of the characteristics of the needs-led approach in care.

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Section: Participationmentioning

confidence: 98%

Section: Participationmentioning

confidence: 99%

Needs-led child and youth care: Main characteristics and evidence on outcomes

Metselaar

Yperen

Bergh

et al. 2015

Children and Youth Services Review

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“…Services targeting behavioral problems are most effective when they involve structured, collaborative problem solving; evidence-based behavioral interventions to address child behavioral concerns; and families and schools working as partners around shared goals (Guli, 2005). Parent partnerships have been found to engender empowerment, such that the more the family participates in planning services for their children, the better they feel their children's needs are being met (Koren et al, 1997) and the more control they feel over treatment (Curtis & Singh, 1996;Thompson et al, 1997). Programs that are aimed at helping individuals become active and competent agents of change arguably enable them to identify options from which to choose, access necessary information and supports, and make effective, self-determined decisions.…”

Section: Introductionmentioning

confidence: 99%

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Sheridan

Ryoo

Garbacz

et al. 2013

Journal of School Psychology

115

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The present study is a large-scale randomized trial testing the effects of a family-school partnership model (i.e., Conjoint Behavioral Consultation, CBC) for promoting behavioral competence and decreasing problem behaviors of children identified by their teachers as disruptive. CBC is a structured approach to problem solving that involves consultants, parents, and teachers. The effects of CBC on family variables that are commonly associated with important outcomes among school-aged children (i.e., family involvement and parent competence in problem solving), as well as child outcomes at home, were evaluated. Participants were 207 children with disruptive behaviors from 91 classrooms in 21 schools in kindergarten through grade 3 and their parents and teachers. Results indicated that there were significantly different increases in home-school communication and parent competence in problem solving for participants in the CBC relative to control group. Likewise, compared to children in the control group, children in the CBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums. The degree of family risk moderated parents' competence in problem solving and children's total problem behaviors, teasing, and tantrums.

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“…Qualitative studies have identified a number of characteristics of service coordinators, parents, and organizations that are believed to improve service coordination. Some of the key factors include the team members, their values, acceptance of differences, mutual respect, use of a team model for collaboration and decision making, a focus on strengths, and follow-through (Dinnebeil & Hale, 1996Dinnebeil et al, 1998;Koren & Paulson, 1997;Walker & Schutte, 2004). Taken together, the results of these studies suggest that the immediate social environment that CFTs create may impact a young person's outcome in a system of care.…”

Section: Evaluation Studies Of Service Coordinationmentioning

confidence: 77%

The Nature and Impact of Conflict within Service Coordination Teams for Children and Adolescents with Serious Emotional and Behavioral Challenges

Wright

Kooreman

et al. 2006

Adm Policy Ment Health

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While both theory and empirical research regarding work team performance suggests that conflict can play an important role in determining productivity and other outcomes, the impact of conflict on the effectiveness of service coordination teams is not well understood. In this study, the team records and charts of 189 young people maintained by service coordinators in a system of care initiative were analyzed to identify the number of intra-team conflicts, the participants involved in each conflict, the theme of each conflict and their relationship with the likelihood that young people were successful in meeting their treatment goals. Findings indicate that interpersonal concerns and concerns about team member follow-through were the most frequent types of conflict. More important, our analyses suggest that more frequent conflicts significantly increased the likelihood that a child and family team (CFT) was unsuccessful in helping the youth and family achieve the desired treatment goals. The results underline the need for further research on how structure and functioning of services coordination teams impact youth and family outcomes.

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Service Coordination in Children's Mental Health: An Empirical Study from the Caregiver's Perspective

Cited by 34 publications

References 23 publications

Needs-led child and youth care: Main characteristics and evidence on outcomes

Needs-led child and youth care: Main characteristics and evidence on outcomes

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

The Nature and Impact of Conflict within Service Coordination Teams for Children and Adolescents with Serious Emotional and Behavioral Challenges

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