The Intensive Mental Health Program: Development and Structure of the Model of Intervention for Children with Serious Emotional Disturbances

Vernberg, Eric M.; Roberts, Michael C.; Nyre, Joseph E.

doi:10.1007/s10826-007-9157-y

Cited by 14 publications

(9 citation statements)

References 13 publications

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“…Specifics of the IMHP interventions have been outlined elsewhere (e.g., Nyre et al 2003;Vernberg et al 2002Vernberg et al , 2006Vernberg et al , 2007, but generally they can be grouped into IMHP classroom, neighborhood school, and home features, with service coordination as a fourth component.…”

Section: What Was Done?mentioning

confidence: 99%

Outcomes and Findings of Program Evaluation for the Intensive Mental Health Program

et al. 2007

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We describe changes in adaptive functioning for children enrolled in the Intensive Mental Health Program (IMHP), an innovative model for serving children with the most severe forms of SED. Most children show marked improvements in multiple indicators of role performance and symptomatology. Although a high risk, high need group, most children attended school regularly and lived with a stable caregiver at discharge.

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Section: What Was Done?mentioning

confidence: 99%

Outcomes and Findings of Program Evaluation for the Intensive Mental Health Program

et al. 2007

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“…While the majority of SBHCs are located on the school campus (81.7%), school‐linked (a fixed site close to a school campus), mobile (a van parked on or near the school campus) and telehealth delivery models are also offered (Love et al, ). Services provided include individual and group counselling; crisis intervention; case management; and treatment for an array of mood disorders, social and emotional problems (Brindis et al, ; Santor, Poulin, LeBlanc, & Kusumakar, ; Vernberg, Roberts, & Nyre, ) although it should be noted that these services are provided by a variety of mental health professionals, and not just psychologists.…”

Section: Introductionmentioning

confidence: 99%

“…These have included convenience of location and ease of access to health professionals, which has resulted in increased use of mental health services by students, including those classed as “minority youth” (Juszczak, Melinkovich, & Kaplan, ; Santor et al, ). Students have also reported less stigma in accessing mental health support at school due to services provided in a familiar school environment (Vernberg et al, ).…”

Section: Introductionmentioning

confidence: 99%

“Every child needs an adult apart from their family that they can talk to”: An investigation into school staff perceptions of the provision of external psychological services

Freeman

Lunardi

2020

Australian Psychologist

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Objective Schools are ideally placed to provide early identification and intervention for children and adolescents with mental health issues, traditionally with support from Government‐employed school psychologists. This model of service provision has recently undergone a change with schools utilising external psychological providers. No research has previously been undertaken in Australia regarding this change. The present study aimed to gain feedback from staff regarding their perceptions of external psychological services provided in schools. Method Ten staff in wellbeing roles aged 31–63 years from nine Government schools across Melbourne, Victoria completed a semi‐structured interview. Results Staff reported positive perceptions of external psychological providers related to improved access to much‐needed therapeutic services, but voiced concerns over a lack of formal contractual agreements and access to files post‐treatment. Despite the need for their services, staff still preferred Government‐employed school psychologists. Conclusions Findings implicate an ongoing need to meet an increasing demand for therapeutic supports to children and adolescents within school settings. Issues such as communication and access to files appear to compromise ethical practice, which potentially hinder continuity of care once the external provider ceases working with a young person. Better communication between all concerned parties may help mitigate this issue.

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“…Hodges and Wotring 2004 ); and by child serving agencies in mental health, juvenile justice, child welfare, and education (e.g. Friesen et al 2003 ; Lyons et al 2003 ; Vernberg et al 2008 ). However, use of the tool requires certification using the self-training manual developed by the test author (Hodges 2006 ).…”

Section: Introductionmentioning

confidence: 99%

Training and Maintaining System-Wide Reliability in Outcome Management

2012

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The Child and Adolescent Functional Assessment Scale (CAFAS) is widely used for outcome management, for providing real time client and program level data, and the monitoring of evidence-based practices. Methods of reliability training and the assessment of rater drift are critical for service decision-making within organizations and systems of care. We assessed two approaches for CAFAS training: external technical assistance and internal technical assistance. To this end, we sampled 315 practitioners trained by external technical assistance approach from 2,344 Ontario practitioners who had achieved reliability on the CAFAS. To assess the internal technical assistance approach as a reliable alternative training method, 140 practitioners trained internally were selected from the same pool of certified raters. Reliabilities were high for both practitioners trained by external technical assistance and internal technical assistance approaches (.909–.995, .915–.997, respectively). 1 and 3-year estimates showed some drift on several scales. High and consistent reliabilities over time and training method has implications for CAFAS training of behavioral health care practitioners, and the maintenance of CAFAS as a global outcome management tool in systems of care.

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The Intensive Mental Health Program: Development and Structure of the Model of Intervention for Children with Serious Emotional Disturbances

Cited by 14 publications

References 13 publications

Outcomes and Findings of Program Evaluation for the Intensive Mental Health Program

Outcomes and Findings of Program Evaluation for the Intensive Mental Health Program

“Every child needs an adult apart from their family that they can talk to”: An investigation into school staff perceptions of the provision of external psychological services

Training and Maintaining System-Wide Reliability in Outcome Management

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