Research
| Reports/Resources |
Overview
Rones M, Hoagwood K. School-based mental health services: a research review.Clin Child Fam Psychol Rev2000;3(4): 223-41
Adelman HS. Restructuring education support services & integrating community resources: Beyond the full service school model.School Psych Review1996; 25(4):431-445.
Costello-Wells B, McFarland L, Reed J, Walton K. School-based mental health clinics.J Child Adolesc Psychiatr Nurs.2003 Apr-Jun;16(2):60-70.
Weist, M.D., Myers, C.P., Hastings, E., Ghuman, H., & Han, Y. (1999).Psychosocial functioning of youth receiving mental health services in the schools vs. the community mental health centers. Community Mental Health Journal, 35, 379-389
Taras HL. School-based mental health services.Pediatrics.2004 Jun; 113(6):1839-45.
Cuffe SP, Waller JL, Addy CL, McKeown RE, Jackson KL, Moloo J, Garrison CZ. A longitudinal study of adolescent mental health service use.J of Behavioral Health Services & Research,2001; 28(10):1-11.
Adelman HS, Taylor L. Mental health in schools and public health.Public Health Report. 2006 May-Jun;121(3):294-8.
Rosenthal, Beth;Wilson, W. Cody (2008)Mental Health Services: Use and Disparity among Diverse College Students
Journal of American College Health, v57 n1 p61-68 Jul-Aug 2008
Moskos, Michelle A.;Olson, Lenora;Halbern, Sarah R.;Gray, DougUtah Youth Suicide Study: Barriers to Mental Health Treatment for AdolescentsSuicide and Life-Threatening Behavior, v37 n2 p179-186 Apr 2007
Davren, Moira (2007)Child and Adolescent Mental Health Services and the Strategic Context: The Bigger PictureChild Care in Practice, v13 n4 p327-338 Oct 2007
Jensen-Doss, Amanda;Weisz, John R.(2008)Diagnostic Agreement Predicts Treatment Process and Outcomes in Youth Mental Health ClinicsJournal of Consulting and Clinical Psychology, v76 n5 p711-722 Oct 2008
McWilliam, R. A. (2006)What Happened to Service Coordination?Journal of Early Intervention, v28 n3 p166-168 2006
Sapp, Marty (2006)The Strength-Based Model for Counseling At-Risk YouthsCounseling Psychologist, v34 n1 p108-117 2006
Kennard, Betsy D.;Stewart, Sunita M.;Hughes, Jennifer L.;Jarrett, Robin B.;Emslie, Graham J.(2008)Developing Cognitive Behavioral Therapy to Prevent Depressive Relapse in YouthCognitive and Behavioral Practice, v15 n4 p387-399 Nov 2008
Hoagwood, K., Erwin, (1997)Effectiveness of school-based mental health services for children: A 10-year research reviewJournal of Child and Family Studies Vol 6, 4: 435-51
Armbruster, P. & Lichtman, J. (1999).Are school-based mental health services effective? Evidence from 36 inner city schools.Community Mental Health Journal, 35,493-504
Rones, M. & Hoagwood, K. (2000).School-based mental health services: A research review.Clinical Child and Family Psychology Review, 3, 223-241
| - Multisystemic Therapy(Identified by SAMHSA and others) MSTaddresses risk factors of serious anti-social behavior in juvenile offenders. The multisystemic approach views individuals as part of a complex network of interconnected systems that encompass individual, family, and extrafamilial factors such as peer, school, and neighbourhood. (Described by CSMH, U of Maryland)
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Early Identification and Referral
Evans, SW. Mental health services in schools: utilization, effectiveness, and consent.Clinical Psychology Review1999; 19(2):165-178.
Finney JW, Weist MD. Behavioral Assessment of Children and Adolescents.Pediatric Clinics of North America1992; 39(3):369-378.
Jones D, Dodge KA, Foster EM, Nix R; Conduct Problems Prevention Research Group. Early identification of children at risk for costly mental health service use.Prev Sci.2002 Dec;3(4):247-56.
Wade, Darryl;Johnston, Amy;Campbell, Bronwyn;Littlefield, Lyn (2007)Early Intervention Services in Youth Mental Health
Clinical Psychologist, v11 n3 p108-114 Nov 2007
Pottick, Kathleen J.;Kirk, Stuart A.;Hsieh, Derek K.;Tian, Xin (2007)Judging Mental Disorder in Youths: Effects of Client, Clinician, and Contextual DifferencesJournal of Consulting and Clinical Psychology, v75 n1 p1-8 Feb 2007
Moor, Stephanie;Maguire, Ann;McQueen, Hester;Wells, J. Elisabeth;Elton, Robert;Wrate, Robert;Blair, Caroline (2007)Improving the Recognition of Depression in Adolescence: Can We Teach the Teachers?Journal of Adolescence, v30 n1 p81-95 Feb 2007
| - Primary Project(formerly the Primary Mental Health Project, or PMHP) is a school-based program designed for early detection and prevention of school adjustment difficulties in children 4-9 years old (preschool through 3rd grade). The program begins with screening to identify children with early school adjustment difficulties (e.g., mild aggression, withdrawal, and learning difficulties) that interfere with learning (Identified by SAMHSA)
- Canadian Example: Right from the Start
The Right from the Start project is one of 32 projects across the province of Alberta funded through Alberta Health Services. We are based out of two elementary schools (K-6) within the
Canadian Rockies Public Schools Division. Our mandate is to provide mental health capacity building for students, school
staff and parents through integrated and innovative programming. Community partners and agencies in the Bow Valley work together to ensure that our students and families are receiving wrap-around support services tailored to
their individual needs. The program includes tool boxes that assist us in programming and support for students, teachers and parents. These tools boxes can be easily developed and replicated in other school divisions.
- Canadian Example. The School Referral Council: An Effective Mechanism for Enhancing Success of At Risk
Elementary Students The Principal of Menisa Elementary with EPSB in Edmonton, Alberta, established the Referral Council over two years ago in conjunction with ESHIP (Edmonton Student health Initiative Partnership) & other government/community agencies. It has proven to be a successful ongoing mental health initiative at the school level. Teachers and parents meet with the
multidisciplinary Referral Council members several times a year to explore barriers to achievement and strategies to mitigate
them. The purpose of this group is to provide wrap-around service to high priority individuals and/or situations at Menisa.
With the involvement of parents and teachers the Referral Council has been of considerable benefit to individual students in the classroom & the larger school setting.
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Screening
Essex, Marilyn J.;Kraemer, Helena C.;Slattery, Marcia J.;Burk, Linnea R.;Boyce, W. Thomas;Woodward, Hermi R.;Kupfer, David J. (2009)Screening for Childhood Mental Health Problems: Outcomes and Early IdentificationJournal of Child Psychology and Psychiatry, v50 n5 p562-570 May 2009
Scholte, Evert M.;Van Berckelaer-Onnes, Ina;Van der Ploeg, Jan D.(2008)A Rating Scale to Screen Symptoms of Psychiatric Disorders in ChildrenEuropean Journal of Special Needs Education, v23 n1 p47-62 Feb 2008
Eppler, Christie;Weir, Sarah (2009)Family Assessment in K-12 Settings: Understanding Family Systems to Provide Effective, Collaborative ServicesPsychology in the Schools, v46 n6 p501-514 Jul 2009
Weist MD, Rubin M, Moore E, Adelsheim S, Wrobel G.Mental health screening in schools.J Sch Health2007;77(2):53-8
Warnick, E.M., Bracken, M.B., Kasl, S. (2008)Screening efficiency of the child behavior checklist and strengths and difficulties questionnaire: A systematic reviewChild and Adolescent Mental Health Vol 13, 3, 140-47
Spreckley,M., Boyd,R. (2009)Efficacy of applied behavioral intervention in preschool children with autism for improving cognitive, language, and adaptive behavior: A systematic review and meta-analysisThe Journal of Pediatrics Vol 154, 3, 338-44
McMillan, D., Gilbody, S., Beresford, E., Neilly, L. (2007)Can we predict suicide and non-fatal self-harm with the Beck Hopelessness Scale? A meta-analysisPsychological Medicine Vol37, 769-778
Chartier M, Stoep AV, McCauley E, Herting JR, Tracy M, Lymp J. (2008)Passive versus active parental permission: implications for the ability of school-based depression screening to reach youth at risk.J Sch Health 2008;78(3):157-64
Hallfors, D., Brodish, P.H., Khatapoush, S., Sanchez, V., Cho, H., & Steckler, A. (2006).Feasibility of screening adolescents for suicide risk in “real world” high school settings.American Journal of Public Health, 96,282-287
Pignone, M., Gaynes, B.N., Rushton, J.L., et al. (2002).Screening for depression: Systematic evidence review no. 6.Rockville, MD: Agency for Healthcare Research and Quality
Williams, S. B., O'Connor, E. A., Eder, M. Whitlock, E. P. (2009).Screening for Child and Adolescent Depression in Primary Care Settings: A Systematic Evidence Review for the US Preventive Services Task Force. Pediatrics ,123, e716-e735
| - Teenscreen(Identified by NREPP) The Columbia University TeenScreen Program identifies middle school- and high school-aged youth in need of mental health services due to risk for suicide and undetected mental illness. The screening involves the following stages: 1. Before any screening is conducted; parents' active written consent is required for school-based screening sites. Teens must also agree to the screening. 2. Each teen completes a 10-minute paper-and-pencil or computerized questionnaire covering anxiety, depression, substance and alcohol abuse, and suicidal thoughts and behavior. 3. Teens whose responses indicate risk for suicide or other mental health needs participate in a brief clinical interview with an on-site mental health professional. If the clinician determines the symptoms warrant a referral for an in-depth mental health evaluation, parents are notified and offered assistance with finding appropriate services in the community. Teens whose responses do not indicate need for clinical services receive an individualized debriefing.(Described by CSMH, U of Maryland)
- Canadian Example: in collaboration with community agencies the Limestone District School Board has established a protocol related to risk/threat assessment. In this board every school has a multidisciplinary risk/threat assessment team that is comprised of school administration, school-based counsellors, board resource staff (Behaviour Action Team) and community partners (police, Crown Attorney’s Office, Hotel Dieu Child and Adolescent Unit psychiatrists and mental health agencies). The team assesses the level of risk/threat in a situation and creates a collaborative intervention plan for the student, expediting supports from the hospital and community based mental health agencies.
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Brief Counselling/Interventions
Abrams, D. B., & Clayton, R. R. (2001).Transdisciplinary research to improve brief interventions for addictive behaviors. In P. M. Monti, S. M. Colby & T. A. O'Leary (Eds.),Adolescents, alcohol, and substance abuse: Reaching teens through brief interventions. New York: The Guilford Press | - Drugs and Alcohol Podcast(Identified by Health Promoting Schools, National Health Service, Scotland) The Drugs and Alcohol Podcast has been produced to help provide young people with advice and information as they move into adulthood. It is one of a series on the Independent Living Podcast website with others on the themes of careers and housing. The Drugs and Alcohol Podcast takes the form of an interview with workers from the Clued Up drugs awareness project based in Kirkcaldy, Fife, and contains useful information about the dangers, causes and effects of drugs and alcohol. It also outlines other issues including sexual health, mental health, homelessness, self-esteem and confidence, and peer pressure, and their relationship with alcohol and drugs. The podcast is suitable for upper primary and secondary pupils.
- Screening, Brief Intervention, Referral, and Treatment (SBIRT)(Published by SAMHSA, United States) SBIRT is a comprehensive, integrated, public health approach to the delivery of early intervention and treatment services for persons with or at risk for substance use disorders.
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| Student Assistance Programs | - The Power of Support(National Youth in Care Network, Canada) A how-to resource for the adults who support youth in care groups and networks, complete with stories and case studies of adult involvement in youth in care networks.
- Adolescent Service(CAMH, Ontario, Canada) The Adolescent Service works with youth aged 12 to 18 involved with the legal system or who have other legal issues. We also work with youth who have problems with behaviour such as anger, aggression or sexual misconduct.
- Student Assistance Program(Kamloops School District, British Columbia, Canada) This multiple support program for students promotes teacher uptake of substance use education, alternatives to suspension program in partnership with local the addiction services agency.
- Better Behaviours Service(CAMH, Ontario, Canada) Children and youth referred to BBS may be fighting, breaking rules, having difficulties in friendships, falling behind academically or having problems negotiating adult expectations. Problems are serious enough to be noticed at home, at school, with peers or in the community.
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School-based Support during Treatment, Hospitalization or Incarceration/Coordination of Case with School
Armbruster P, Andrews E, Couenhoven J, et al. Collision or collaboration? School-based health services meet managed care. Clinical Psychology Review1999; 19 (2):179-198.
Armbruster P, Gerstein SH, Fallan T. Bridging the gap between service need and service utilization: A school-based mental health program.Community Mental Health Journal1997; 33(3):199-211.
Calgary Board of Education.Supporting students with severe internalizing mental health disorders.CBE, 2005.http://www.cbe.ab.ca/programs/spec_ed/se-mental.asp
Burns B, Hoagwood K, Mrazek P. Effective treatment for mental disorders in children and adolescents. ClinicalClin Child Fam Psychol Rev
Johns S. Young people, schools and mental health services: intervention or prevention? In: Rowling L, Martin G, Walker L, editors. Mental health promotion concepts and practice young people. Australia:McGraw-Hill, 2002. 41-55.
Burns B, Costello EJ, Angold A, Tweed D. Children’s Mental health service use across service sectors.Health Affairs,
1995; 14:147-159.
Conoley JC, Conoley CW. Collaboration for child adjustment: Issues for school- and clinic-based child psychologists. Special section: Clinical child psychology: Perspectives on adolescent therapy.J Consul Clin Psychol1991; 59(6):821-829.
Spiranovic, Caroline;Briggs, Kate;Kirkby, Kenneth;Mobsby, Caroline;Daniels, Brett (2008)Yshareit: A Project Promoting the Use of E-Mental Health Resources among Young PeopleYouth Studies Australia, v27 n2 p52-60 Jun 2008
| Wade, Darryl;Johnston, Amy;Campbell, Bronwyn;Littlefield, Lyn |
Practice Parameter on the Use of Psychotropic Medication in Children and AdolescentsJournal of the American Academy of Child & Adolescent Psychiatry, v48 n9 p961 Sep 2009
Trout, Alexandra L.;Hagaman, Jessica L.;Chmelka, M. Beth;Gehringer, Robert;Epstein, Michael H.;Reid, Robert (2008)The Academic, Behavioral, and Mental Health Status of Children and Youth at Entry to Residential Care
Residential Treatment for Children & Youth, v25 n4 p359-374 2008
Ziguras, S.J., Stuart, G.W (2000)A meta-analysis of the effectiveness of mental health case management over 20 yearsPsychiatric Services Vol 51, 11, 1410-21
Weisz,J.R., McCarty,C.A., Valeri,S.M. (2006)Effects of psychotherapy for depression in children and adolescents: A meta-analysisPsychological Bulletin Vol 132, 1, 132-149
Lincoln, T.M., Wilhelm, K., Nestoriuc, Y (2007)Effectiveness of psychoeducation for relapse, symptoms, knowledge, adherence and functioning in psychotic disorders: A meta-analysisSchizophrenia Research Vol 96, 1-3, 232-45
Simonds JF.School mental health case consultation: program description and follow-up study. J Sch Health 1973;43(9):557-61
Reutzel TJ, Desai A, Workman G, Atkin JA, Grady S, Todd T, et al.Medication management in primary and secondary schools: evaluation of mental health related in-service education in local schools. J Sch Nurs 2008;24(4):239-48.
Weist, M.D., Rubin, M., Moore, E., Adelsheim, S., & Wrobel, G. (2007).Mental health screening in schools.Journal of School Health, 77, 53-58 | - Who Will Teach Me To Learn: Creating Positive School Experiences for Youth In Care(National Youth in Care Network) One of the first steps in understanding how to support youth in care throughout their high school education.
- Roles of Education personnel in the delivery of services to students withspecial needs(Gov't of Newfoundland, Education Ministry)
- Model for the Coordination of Services to Students with Special Needs(Government of Newfoundland) The Departments of Education, Health and Community Services, Human Resources, Labour and Employment, and Justice partners in the Model for the Coordination of Services to Children and Youth with Special Needs. The Model provides a framework whereby partner departments and their respective agencies can provide coordinated supports and services to children and youth in the province.
- In-Home Family-Focused ReunificationThe purpose of this study is to test the effectiveness of family preservation services (i.e. family reunification services) provided by the Utah Department of Human Services to reunify families separated by the placement of a child in out-of-home care in Utah, USA. The following services were provided to intervention families: concrete services provided include transportation, cash assistance, clothing, basic food items, house hold repairs; skills training provided include communication, parenting, anger management, conflict resolution, self-esteem etc. The services were provided to both parents and the child. The families in the control group received services such as mental health counselling and parenting skills training in order to create a safe environment for the child’s return to home. (Identified by theCanadian Best Practices Portal)
- Multidimensional Family Therapy(MDFT) is a comprehensive and multisystemic family-based outpatient or partial hospitalization (day treatment) program for substance-abusing adolescents, adolescents with co-occurring substance use and mental disorders, and those at high risk for continued substance abuse and other problem behaviors such as conduct disorder and delinquency. Working with the individual youth and his or her family, MDFT helps the youth develop more effective coping and problem-solving skills.(Identified by SAMHSA)
- The Child, Youth and Family Program(CAMH, Ontario, Canada) CAMH offers a broad range of programs is committed to client-centred care, providing intensive and specialized services for young people with mental health and/or addiction problems. We provide: comprehensive assessments; medication consultations; individual and family therapy, specialized treatment groups for children and youth who have problems with mental health, substance use and/or other addictions; day treatment and school programs; Classroom Assessment and Treatment for Children’s Health (CATCH), for children with disruptive behaviour disorders, Recovery and Education for Adolescents Choosing Health (REACH), for youth who have addiction problems with or without a concurrent mental health concern, parenting programs offering information, education and support, prevention services, including group programs in the community, as well as information and education sessions and consultation on diagnostic and treatment issues for primary care physicians and other health care professionals. CAMH also offers several outpatient services, each staffed by a team of health care professionals. They are:Adolescent Service,Better Behaviours Service,Gender Identity Service,Mood and Anxiety Disorders Service,Psychiatric Consultation Service,Psychotic Disorders Service,Substance Abuse Program for Afro-Canadian & Caribbean Youth,The Arson Prevention Program for Children (TAPP-C),Youth Addiction & Concurrent Disorders Service,Youth Outreach Service
- Co-occurring Mental Health and Substance Use Disorders Initiative(Government of Manitoba) The purpose of the provincial Co-occurring Mental Health and Substance Use Disorders Initiative (CODI) is to improve service to individuals who have co-occurring mental health and substance use disorders. The project is jointly sponsored by the Addictions Foundation of Manitoba (AFM), eleven Regional Health Authorities (RHA’s), and Manitoba Health and Healthy Living.
- Multisystemic Therapy (MST) for juvenile offenders
addresses the multidimensional nature of behavior problems in troubled youth. Treatment focuses on those factors in each youth's social network that are contributing to his or her antisocial behavior. The primary goals of MST programs are to decrease rates of antisocial behavior and other clinical problems, improve functioning (e.g., family relations, school performance), and achieve these outcomes at a cost savings (Identifed by SAMHSA)
- Multisystemic Therapy With Psychiatric Supports
(MST-Psychiatric) is designed to treat youth who are at risk for out-of-home placement (in some cases, psychiatric hospitalization) due to serious behavioral problems and co-occurring mental health symptoms such as thought disorder, bipolar affective disorder, depression, anxiety, and impulsivity. Youth receiving MST-Psychiatric typically are between the ages of 9 and 17. The goal of MST-Psychiatric is to improve mental health symptoms, suicidal behaviours and other mental health problems. (Identified by SAMHSA)
- TheYouth Drug Stabilization (Support for Parents) Act
(Government of Manitoba) provides a way to access involuntary detention and short-term stabilization for young Manitobans under 18 years of age. However, the act is intended as a last resort, when other measures have been unsuccessful and where a youth is causing serious self-harm through severe, persistent substance abuse. The purpose of the stabilization period is to provide a safe, secure environment to engage the youth and develop a treatment plan that he or she will follow after discharge. The stabilization period is seven days, after which the youth can leave the facility. Treatment after discharge is not mandatory and can be refused by then youth.
- The Child, Youth and Family Program(CAMH, Ontario, Canada) CAMH offers a broad range of programs is committed to client-centred care, providing intensive and specialized services for young people with mental health and/or addiction problems. We provide: comprehensive assessments; medication consultations; individual and family therapy, specialized treatment groups for children and youth who have problems with mental health, substance use and/or other addictions; day treatment and school programs; Classroom Assessment and Treatment for Children’s Health (CATCH), for children with disruptive behaviour disorders, Recovery and Education for Adolescents Choosing Health (REACH), for youth who have addiction problems with or without a concurrent mental health concern, parenting programs offering information, education and support, prevention services, including group programs in the community, as well as information and education sessions and consultation on diagnostic and treatment issues for primary care physicians and other health care professionals. CAMH also offer several outpatient services, each staffed by a team of health care professionals. They are:Adolescent Service,Better Behaviours Service,Gender Identity Service,Mood and Anxiety Disorders Service,Psychiatric Consultation Service,Psychotic Disorders Service,Substance Abuse Program for Afro-Canadian & Caribbean Youth,The Arson Prevention Program for Children (TAPP-C),Youth Addiction & Concurrent Disorders Service,Youth Outreach Service
- Co-occurring Mental Health and Substance Use Disorders Initiative(Government of Manitoba) The purpose of the provincial Co-occurring Mental Health and Substance Use Disorders Initiative (CODI) is to improve service to individuals who have co-occurring mental health and substance use disorders. The project is jointly sponsored by the Addictions Foundation of Manitoba (AFM), eleven Regional Health Authorities (RHA’s), and Manitoba Health and Healthy Living.
- The Youth Treatment Program(Government of New Brunswick) This coordinated service delivery model seeks to respond effectively to young people with severe behavioural problems throughout New Brunswick. The program is delivered by multidisciplinary regional teams that support the primary workers. If need be, those teams can make use of the provincial consultation and assessment service at the Pierre Caissie Centre in Moncton.
- Systems of Care(Published by SAMHSA, United States) Systems of Care is an approach to mental health services that recognizes the importance of family, school and community. It seeks to promote the full potential of every child and youth by addressing their physical, emotional, intellectual, cultural and social needs.
- Guidelines on the Confidentiality of Student Health Records(American School Health Association) In 1997 ASHA convened a National Task Force on Confidential Student Health Information supported by funding from the Centers for Disease Control and Prevention's Division of Adolescent and School Health. In 2000 the Task Force released Guidelines for Protecting Confidential Student Health Information, a tool that provided a basic framework for safeguarding student health records.
- Canadian Example: The COMPASS initiative, York Region School Board. The school board and mental health partners work together to create support structures for students with mental needs within their educational settings, families and community. Within the York Region District School Board, the Intervention Teams are specialized teams that consist of school board and mental health agency staff who work collaboratively together to support students with mental health needs. The teams work in a comprehensive way providing support to the students themselves, their families, and the school staff who work with the student in the school setting. The core members of the team are special education teachers, intervention assistants and mental health social workers. The teachers and intervention assistants are school board staff while the social workers are agency staff integrated into the Intervention Teams from a COMPASS partnered mental health agency. This team is supported by a secondary layer of consulting staff who include school board psychologists, student service coordinators, special education consultants and COMPASS Clinical supervisors and managers.
The teams utilize a case management approach and aim to work within a capacity building context so that schools are left
better equipped to support students with mental health needs. See and hear arecorded webinar on the COMPASS program
- Canadian Example. Waterloo Region District School Board, located in southwestern Ontario, is a mixed urban/rural school board serving over 60 000 students. The school board provides a multi-faceted approach to delivering mental health supports for students as early as upon entry into Junior Kindergarten and throughout their school career. These supports include specialized programming, partnerships with community agencies, and wrap-around programs to support families.
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School Support for reintegration
Wood, Ralph J.;Wood, Angela R.;Mullins, Daniel T.(2008)Back to School: Recommendations to Assist Mentally Ill, Post-Incarcerated Youth Return to SchoolJournal of School Health, v78 n9 p514-517 Sep 2008
Kenny, Dianna T.;Lennings, Christopher J.;Nelson, Paul K. (2007)The Mental Health of Young Offenders Serving Orders in the Community: Implications for RehabilitationJournal of Offender Rehabilitation, v45 n1-2 p123-148 2007
Cusick, Gretchen Ruth;Goerge, Robert M.;Bell, Katie Claussen (2009)From Corrections to Community: The Juvenile Reentry Experience as Characterized by Multiple Systems InvolvementChapin Hall at the University of Chicago (Report) | - Critical Time Intervention (CTI)CTI is a time-limited intervention that overlaps the period before and after discharge from the institution to the community. The intervention, involves two components: (1) strengthening the individual's long-term ties to services, family, and friends; and (2) providing emotional and practical support during the transition. Post-discharge services are delivered by workers who have established relationships with patients during their institutional stay. CTI is intended to be used with individuals leaving institutions such as shelters, hospitals, and jails. (Identified by theCanadian Best Practices Portal)
- Multidimensional Family Therapy(MDFT) is a comprehensive and multisystemic family-based outpatient or partial hospitalization (day treatment) program for substance-abusing adolescents, adolescents with co-occurring substance use and mental disorders, and those at high risk for continued substance abuse and other problem behaviors such as conduct disorder and delinquency. Working with the individual youth and his or her family, MDFT helps the youth develop more effective coping and problem-solving skills. (Identified by SAMHSA)
- Multidimensional Treatment Foster Care(MTFC) is a community-based intervention for adolescents (12-17 years of age) with severe and chronic delinquency and their families. It was developed as an alternative to group home treatment or State training facilities for youths who have been removed from their home due to conduct and delinquency problems, substance use, and/or involvement with the juvenile justice system. Youths are typically referred to MTFC after previous family preservation efforts (Identified by SAMHSA)
- The Child, Youth and Family Program(CAMH, Ontario, Canada) CAMH offers a broad range of programs is committed to client-centred care, providing intensive and specialized services for young people with mental health and/or addiction problems. We provide: comprehensive assessments; medication consultations; individual and family therapy, specialized treatment groups for children and youth who have problems with mental health, substance use and/or other addictions; day treatment and school programs; Classroom Assessment and Treatment for Children’s Health (CATCH), for children with disruptive behaviour disorders, Recovery and Education for Adolescents Choosing Health (REACH), for youth who have addiction problems with or without a concurrent mental health concern, parenting programs offering information, education and support, prevention services, including group programs in the community, as well as information and education sessions and consultation on diagnostic and treatment issues for primary care physicians and other health care professionals. CAMH also offers several outpatient services, each staffed by a team of health care professionals. They are:Adolescent Service,Better Behaviours Service,Gender Identity Service,Mood and Anxiety Disorders Service,Psychiatric Consultation Service,Psychotic Disorders Service,Substance Abuse Program for Afro-Canadian & Caribbean Youth,The Arson Prevention Program for Children (TAPP-C),Youth Addiction & Concurrent Disorders Service,Youth Outreach Service
- Co-occurring Mental Health and Substance Use Disorders Initiative(Government of Manitoba) The purpose of the provincial Co-occurring Mental Health and Substance Use Disorders Initiative (CODI) is to improve service to individuals who have co-occurring mental health and substance use disorders. The project is jointly sponsored by the Addictions Foundation of Manitoba (AFM), eleven Regional Health Authorities (RHA’s), and Manitoba Health and Healthy Living.
- Taking STEPPS to Creating a Classroom for Students Challenged By Mental Health Concerns The Supportive Transitions for Emotional, Physical, Psychological and Spiritual well-being Program (STEPPS) at St. Elizabeth School in the Edmonton Catholic School District is designed to facilitate transition for students who face challenges in their emotional development. This holistic approach attempts to teach students through mind, body and soul. The STEPPS program can accommodate six to nine students who are having emotional, social and/or behavioural difficulties which are significantly compromising their academic performance. These students have typically received mental health treatment from either a hospital or other tertiary intervention program. This program assists students with their first step back into their community. STEPPS provides the students with a highly structured and supportive environment - within a small class with a low teacherstudent ratio and a staff trained in therapeutic techniques. This is done through a combination of consistent behavioural, emotional and social intervention, with therapeutic and academic services specifically tailored to the individual student’s needs. Students and their families also have access to the services of a psychiatric nurse. This preventative mental-health classroom is a joint venture between Alberta Health and Edmonton Catholic Schools.
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| School Support, Teacher Cooperation with Parent Support and Family Intervention Programs | - Strengthening Families for the Future
Strengthening Families for the Future is a prevention program for families with children between the ages of seven and 11 who may be at risk for substance use problems, depression, violence, delinquency and school failure. Strengthening Families is effective because it involves the whole family. (Identified by theCanadian Best Practices Portal)
- Parents as Agents of Change
This intervention aims to treat obese children using the parents as agents of the change. During the parent support and educational group sessions, participants discuss the following topics: limits of responsibilities, nutrition education, eating behaviour modification, cognitive restructuring, parental modeling, problem solving, and how to create opportunities for physical activity, decrease stimulus exposure, decrease the fat content in the family’s diet, and cope with resistance. All suggested changes are intended for the entire family. (Identified by theCanadian Best Practices Portal
- TheAdolescent Transitions Program(ATP) is a parent training program developed by Dishion and Kavanagh (in press) as a selected intervention for at risk early adolescents. The parent-focused curriculum is based on family management skills of encouragement, limit setting and supervision, problem solving, and improved family relationship and communication patterns. (Identified by Strengthening Families Program)
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School Health Clinics/Clinics Near Schools
Brown, Michael B.;Bolen, Larry M. (2007)The School-Based Health Center as a Resource for Prevention and Health PromotionPsychology in the Schools, v45 n1 p28-38 Dec 2007
Weist, M., Goldstein, A., Morris, L. & Bryant, T. (2003).Integrating expanded school mental health programs and school-based health centers. Psychology in the Schools, 40 (3), 297–308.
Adelman HS. Restructuring education support services & integrating community resources: Beyond the full service school model.School Psych Review1996; 25(4):431-445.
Adelman HS, Taylor L. Mental health facets of the school-based health center movement: Need and opportunity for research and development.J Ment Health Adm1991; 18(3):272-283.
Adelson SL. Psychiatric public health opportunities in school-based health centers. Adolescent psychiatry: Development and clinical studies. Annals of the American Society for Adolescent Psychiatry1999; 24:75-89.
Armbruster P. The administration of school-based mental health services.Child & Adolescent Psych. Clinics of N. Am,2002; 11(1):23-41.
Armbruster P, Lichtman J. Are school based mental health services effective? Evidence from 36 inner city schools.Community Mental Health Journal.1999; 35(6):493-504.
Armbruster P, Andrews E, Couenhoven J, et al. Collision or collaboration? School-based health services meet managed care. Clinical Psychology Review1999; 19 (2):179-198.
Harold RD, Harold, NB. School-based clinics: a response to the physical and mental health needs of adolescents.Health & Social Work1993; 18(1):65-74.
Jepson L, Juszczak L, Fisher M. Mental health care in a high school-based health service.Adolescence1998; 33(129):1-15.
Juszczak L, Melinkovich P, Kaplan D. Use of health and mental health services by adolescents across multiple delivery sites.J Adolesc Health.
Leaf JP, Alegria M, Cohen P, et al. Mental health service use in the community and schools: results from the Four-Community MECA Study.J Am Acad Child Adolesc Psychiatry1996; 37(7):889-897.
Newton-Logsdon G, Armstrong MI. School-based mental health services.Soc Work Educ1993; 15(3):187-191
Pastore DR, Techow B. Adolescent school-based health care: a description of two sites in their 20th year of services.Mt Sinai J Med.2004 May; 71(3):191-6.
Starr R (Ed). School-Based Health Center Mental Health Work Group. Final Report. New York State Department of Health School Health Program. 2001.
Weist MD, Paskewitz DA, Warner BS, et al. Treatment outcome of school-based mental health services for urban teenagers.Community Ment Health J1996; 32(2):149-57
Eisen M, Palletto C, Bradner C. Problem behavior prevention and school-based health centers: Programs and prospects. Washington, DC: Urban Institute, 1999
Lever NA, Stephan SH, Axelrod J, Weist MD.Fee-for-service revenue for school mental health through a partnership with an outpatient mental health center. J Sch Health 2004;74(3):91-4
Santor, D. A., Poulin, C. Leblanc, J. Kususmakar, V., (2006). Evaluating Effectiveness of School Based Health Centers: Facilitating the Early Detection of Mental Health Difficulties. Journal of Adolescent Health, 39, 729–735
Weist, M.D., Goldstein, A., Morris, L., & Bryant, T. (2003).Integrating expanded school mental health programs and school-based health centers. Psychology in the Schools, 40, 297-308 | - ·From the Margins to the Mainstream: Institutionalizing School-Based Health Centers(June 2000)Fifteen years ago, the notion of making health services more accessible to children by placing them in schools was a revolutionary idea known only to a handful of people. In 1985, with no more than 50 school-based health centers across the country, it was an intriguing but fragile concept. Today, more than 1,200 centers are found in 45 states and the District of Columbia. Thirty-six states provide grant support.1 Forty-three states permit school-based health centers to bill Medicaid for patient care, and centers in twenty-two states are providers in Medicaid managed care networks. These developments mark the transition of school-based health centers from the margins to the mainstream of the American health care system.
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Educational Programs and IEP’s for Students with Disorders
Vanderploeg, Jeffrey J.;Franks, Robert P.;Plant, Robert;Cloud, Marilyn;Tebes, Jacob Kraemer(2009)Extended Day Treatment: A Comprehensive Model of after School Behavioral Health Services for YouthChild & Youth Care Forum, v38 n1 p5-18 Feb 2009
Hart, Angie;Blincow, Derek (2008)Resilient Therapy: Strategic Therapeutic Engagement with Children in Crisis
Child Care in Practice, v14 n2 p131-145 Apr 2008
Vernon, McCay;Leigh, Irene W. (2007)Mental Health Services for People Who Are DeafAmerican Annals of the Deaf, v152 n4 p374-381 Fall 2007
Landsverk, John A.;Burns, Barbara J.;Stambaugh, Leyla Faw;Rolls Reutz, Jennifer A. (2009)Psychosocial Interventions for Children and Adolescents in Foster Care: Review of Research LiteratureChild Welfare, v88 n1 p49-69 2009
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Crisis Response Services for School/Students Following a Trauma
Kataoka, Sheryl;Stein, Bradley D.;Nadeem, Erum;Wong, Marleen (2007)Who Gets Care? Mental Health Service Use Following a School-Based Suicide Prevention ProgramJournal of the American Academy of Child & Adolescent Psychiatry, v46 n10 p1341 Oct 2007 |
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Role of School Psychologist, Mental Health Agencies, Hospitals
Adelman HS. Clinical psychology: Beyond psychopathology and clinical interventions.Clin Psychol: Sci and Practice1995; 2(1):28-44.
Kubiszyn T. Integrating health and mental health services in schools: Psychologists collaborating with primary care providers.Clinical Psychology Review1999; 19(2):179-98.
Shannon, Deborah;Posada, Susan (2007)The Educational Psychologist in the Early Years: Current Practice and Future DirectionsEducational Psychology in Practice, v23 n3 p257-272 Sep 2007
Rothi, Despina M.;Leavey, Gerard;Best, Ron (2008) Recognising and Managing Pupils with Mental Health Difficulties: Teachers' Views and Experiences on Working with Educational Psychologists in SchoolsPastoral Care in Education, v26 n3 p127-142 Sep 2008
Burrow-Sanchez, Jason;Call, Megan E.;Adolphson, S. Lillian;Hawken, Leanne S.(2009)School Psychologists' Perceived Competence and Training Needs for Student Substance AbuseJournal of School Health, v79 n6 p269-276 Jun 2009
Decker, Scott L. (2008)School Neuropsychology Consultation in Neurodevelopmental DisordersPsychology in the Schools, v45 n9 p799-811 Nov 2008
Tysinger, P. Dawn;Tysinger, Jeffrey A.;Diamanduros, Terry (2009)Teacher Expectations on the Directiveness Continuum in ConsultationPsychology in the Schools, v46 n4 p319-332 Apr 2009
Friedberg, Robert D.;Gorman, Angela A.;Beidel, Deborah C.Training Psychologists for Cognitive-Behavioral Therapy in the Raw World: A Rubric for SupervisorsBehavior Modification, v33 n1 p104-123 2009
(2009)
Wood, Jeffrey J.;Chiu, Angela W.;Hwang, Wei-Chin;Jacobs, Jeffrey;Ifekwunigwe, Muriel (2008)Adapting Cognitive-Behavioral Therapy for Mexican American Students with Anxiety Disorders: Recommendations for School PsychologistsSchool Psychology Quarterly, v23 n4 p515-532 Dec 2008
Williams, Robert B.;French, Laurence A.(2007)Psychology's Role in Inclusive Education: Observations from New Brunswicks's Recent Review of InclusionOnline Submission, Paper prepared for the Annual Convention of the Canadian Psychological Association (68th, Ottawa, Ontario, Canada, Jun 7-9, 2007)
Diamanduros, Terry;Downs, Elizabeth;Jenkins, Stephen J.(2008)The Role of School Psychologists in the Assessment, Prevention, and Intervention of CyberbullyingPsychology in the Schools, v45 n8 p693-704 Sep 2008
Gersch, Irvine (2009)A Positive Future for Educational Psychology--If the Profession Gets It RightEducational Psychology in Practice, v25 n1 p9-19 Mar 2009
Edwards, D., Hannigan, B., Fothergill, A., Burnard, P. (2002)Stress management for mental health professionals: A review of effective techniquesStress and Health 18, 203-15
Grenard, J.L., Ames, S.L., Pentz, M.A., Sussman, S. (2006)Motivational interviewing with adolescents and young adults for drug-related problemsInternational Journal of Adolescent Medicine & HealthVol 18, 1, 53-67
Romualdi, V. & Sandoval, J. ( 1995)Comprehensive school-linked services: Implications for school psychologist. Psychology in the Schools, 32,306-317
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Role of Paediatrician, Family Physician, Health Authority
Horwitz SM, Leaf PJ, Leventhal JM, et al. Identification and management of psychosocial and developmental problems in community-based, primary care pediatric practices.Pediatrics1992; 89(3):480-485.
Elias MJ, Kress JS, Gager PJ, Hancock ME.Adolescent health promotion and risk reduction: cementing the social contract between pediatricians and the schools.Bull N Y Acad Med 1994;71(1):87-110
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Role of School Social Worker, Child Protection Agencies
Openshaw, Linda (2007) .Social Work in Schools: Principles and PracticeTextbook
Vulin-Reynolds M, Lever N, Stephan S and Ghunney A (2008)School Mental Health and Foster Care: A Logical PartnershipAdvances in School Mental Health Promotion, Vol 1, Issue 2, 29-40
Hoagwood, K.E. (2005)Family-based services in children's mental health: A research review and synthesisJournal of Child Psychology & Psychiatry & Allied Disciplines Vol 46, 7, 690-713
Clausson E, Berg A.Family intervention sessions: one useful way to improve schoolchildren's mental health. J Fam Nurs 2008;14(3):289-313
Brener, N.D., Weist, M., Adelman, H., Taylor, L., Vernon-Smiley, M. (2007).Mental health and social services: Results from the school health policies and programs study 2006.Journal of School Health, 77,486-499
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Role of Public Health Nurse, Health Unit/Clinic, Health Authority
Adelman HS, Taylor L, Bradley B, Lewis KD. Mental health in schools: expanded opportunities for school nurses.J Sch Nursing.1997; 13(3):6-12.
Hames, Annette;Carlson, Tracy (2006)Are Primary Health Care Staff Aware of the Role of Community Learning Disability Teams in Relation to Health Promotion and Health Facilitation?British Journal of Learning Disabilities, v34 n1 p6-10 Mar 2006
Hootman J, Houck GM, King MC.A program to educate school nurses about mental health interventions. J Sch Nurs 2002;18(4):191-5.
Desocio J, Stember L, Schrinsky J. (2006)Teaching children about mental health and illness: a school nurse health education program. J Sch Nurs 2006;22(2):81-6
Chipman M, Gooch P.Community school nurses and mental health support: a service evaluation. Paediatr Nurs 2003;15(3):33-5
| - Canadian Example: Avon-Maitland District School Board reported that they work in partnership with the Perth District Health Unit so that school-based public health nurses provide consultation and services to nearly all Perth County schools, up to one day per week. They indicated that 77 percent of referrals are related to student mental health issues. In addition, a partnership with the Huron-Perth Centre for Child and Youth allows for the presence of a child and youth worker in some secondary schools in Huron County.
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Role of School Guidance Counsellor, School Board Student Services
Israelashvili M, Ishu Ishiyama F (2008)Positive and Negative Emotions Related to Seeking Help from a School CounselorAdvances in School Mental Health Promotion, Vol 1, Issue 4, 5-13
Burrow-Sanchez, Jason J.;Lopez, Adriana L.;Slagle, Clark P. (2008)Perceived Competence in Addressing Student Substance Abuse: A National Survey of Middle School CounselorsJournal of School Health, v78 n5 p280-286 May 2008
Mireau, Ruth;Inch, Roxanne (2009)Brief Solution-Focused Counseling: A Practical Effective Strategy for Dealing with Wait Lists in Community-Based Mental Health ServicesSocial Work, v54 n1 p63-70 2009
Kittles, Michelle;Atkinson, Cathy (2009)The Usefulness of Motivational Interviewing as a Consultation and Assessment Tool for Working with Young PeoplePastoral Care in Education, v27 n3 p241-254 Sep 2009
King KA, Smith J.Project SOAR: a training program to increase school counselors' knowledge and confidence regarding suicide prevention and intervention.J Sch Health 2000;70(10):402-7.
| - The Implementation and Evaluation of Comprehensive School Guidance Programs in the United States: Progress and ProspectsInternational Journal for Educational and Vocational Guidance Volume 1, Number 3 / October, 2001The evolution of guidance in the schools of the United States from a position to a service to a program is described. Then the prevailing structure for guidance, the comprehensive guidance program is presented. This section of the article provides a brief overview of the basic elements of the program. Finally, the article closes with discussion of guidance program evaluation as well as presents the results of several studies that offer evidence of the impact of guidance programs. This revised version was published online in August 2006.
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Role of Pastoral Care Worker
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Role of Police Officer, Police Department
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Role of Classroom Teacher, Principal, School Board in referral and support
Rothi, Despina M.;Leavey, Gerard;Best, Ron(2008)On the Front-Line: Teachers as Active Observers of Pupils' Mental HealthTeaching and Teacher Education: An International Journal of Research and Studies, v24 n5 p1217-1231 Jul 2008
Moor, Stephanie;Maguire, Ann;McQueen, Hester;Wells, J. Elisabeth;Elton, Robert;Wrate, Robert;Blair, Caroline (2007)Improving the Recognition of Depression in Adolescence: Can We Teach the Teachers?Journal of Adolescence, v30 n1 p81-95 Feb 2007
Walter, Heather J.;Gouze, Karen;Lim, Karen G.(2006)Teachers' Beliefs about Mental Health Needs in Inner City Elementary SchoolsJournal of the American Academy of Child and Adolescent Psychiatry, v45 n1 p61 Jan 2006
Hall B, Hall D.Teacher knows best.Ment Health Today 2007;25-7
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Role of Trained Peer Helpers
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