Addressing Mental Health Barriers to Learning Through Educator-Initiated ProgramsCarl E. Paternite, Ph.D.Center for School-Based Mental Health ProgramsDepartment of PsychologyMiami University (Ohio)http://www.units.muohio.edu/csbmhp
Presented at the 7th National Conference on Advancing School-Based Mental Health Programs, Philadelphia, PA,September 21st, 2002
Addressing Mental Health Barriers to Learning Through Educator-Initiated ProgramsInstructional Objectives For Presentation:
Offer a "case study" of program development.
Increase participant awareness of the importance of educators in school-based mental health programming.
Increase participant knowledge of effective approaches to enhance educator mental health professional collaboration.
Increase knowledge of ways to infuse "mental health education" into the school milieu.
Addressing Mental Health Barriers to Learning Through Educator-Initiated ProgramsThemes Addressed in Presentation:
Interdisciplinary collaboration and partnership.
Research, training and education.
Mental Health Needs of Youth and Available Services 20-38% of children and adolescents need mental health intervention.One-sixth to one-third of these youth actually receive any service, and, of those who do, less than half receive adequate treatment.For the small percentage of youth who do receive service, most actually receive it within a school setting.These realities raise questions about the mental health fields over-reliance on clinic-based treatment, and have reinforced the importance of alternative models for mental health service especially expanded school-based programs.
Expanded School-Based Mental Health Programs National movement to place effective mental health programs in schools.To promote the academic, behavioral, social, emotional, and contextual/systems well-being of youth, and to reduce mental health barriers to school success. Programs incorporate primary prevention and mental health promotion, secondary prevention, and intensive intervention.Intent is to contribute to building capacity for a comprehensive, multifaceted, and integrated system of support and care.
Potential of Schools as Key Points of Engagement Opportunities to engage youth where they are.
Unique opportunities for intensive, multifaceted approaches and are essential contexts for prevention and research activity.
Center for School-Based Mental Health Programs (at Miami University)
Ohio Mental Health Network for School SuccessSix affiliate organizations working together in regional and state-wide activities.Butler County School-Based Mental Health ProgramSchool-based mental health promotion, prevention, intervention, and applied research activities.Addressing Barriers to Learning ProgramAnnual conferences to initiate and sustain local, school-based projects that reduce mental health barriers to learning and enhance the development of healthy school communities.
Center for School-Based Mental Health Programs (at Miami University)Behavioral Health AdvisorMental health newsletter for elementary and secondary school educators, focusing on issues related to child mental health and school success.Evaluation of Alternative Education/ Discipline ProgramsOngoing formative evaluation of 11 alternative programs in Butler County,OH.Partnerships for Success Academy (with the Ohio State University Center for Learning Excellence)Technical assistance to 15 counties engaged in efforts to build capacity to prevent and respond effectively to youth problem behaviors while promoting positive development.
Center for School-Based Mental Health Programs (at Miami University)
FundingButler County Mental Health BoardThe Health Foundation of Greater CincinnatiOhio Department of Mental HealthThe Center for Learning ExcellenceButler County Family and Children First CouncilTalawanda School DistrictMiami University cost sharing
School-Based Mental Health Partnerships
Many individuals have been instrumental to our school-based mental health partnerships since 1998. To name just a few:
University-Based (3 universities, 5 academic divisions, 6 departments)
Faculty/Staff: Carl E. Paternite, Karen Schilling, Julie Rubin, Denise Fox-Barber, Amy Wilms, Betty Yung, David Andrews, Al Neff, Diana Leigh, Alex Thomas, Randy Flora, Doris Bergen, Valerie A. Ubbes, Raymond Witte, Joan Fopma-Loy
Psychology interns and graduate assistants: Lynne Knobloch, Becky Hutchison, Sally Phillips, Leslie Baer, Linda Gal, Derek Oliver, Mike Imhoff, Julie Cathey, Liz Morey, Chris Dyszelski, Chris Mauro, Nancy Pike, Jessica Donn, Sandra Kirchner, LaTasha Mack, Ann-Marie Bixler, Jari Santana-Wynn, Jeanene Robinson, Gloria Oliver, Francesca Dalumpines, Jamie Williamson, Jill Thomas, Jennifer Malinosky, Jason Kibby, Julia Pemberton, Ann Marie Lundberg, Marc McLaughlin, Robin Graff-Reed
John Staup, Kay Rietz, Saundra Jenkins, Barbara Perez, Susan Smith, Valerie Robinson, Jolynn Hurwitz, Kate Keller, Terri Johnston, Charlie Johnston, Kathy Oberlin, Ellen Anderson, Noelle Duval, Linda Maxwell, Greg Foster, Teresa Jullian-Goebel, Suzanne Robinson, Terre Garner, Bryan Brown, Greg Rausch, Carolyn Jones, David Turner
Teacher consultants: Sherie Davis, Marilyn Elzey, Tom Orlow, Teresa Abrams, Sarah Buck, Jim Carter, Julie Churchman, Amy Gibson, Joy Boyle, Chris Carroll, Mary Hessling, Joan Parks, Joanne Williamson, Jaimie Pribble, Pam Termeer, Pat Stephens, Patricia Scholl, Martha Slamer, David Wood, Susan Meyer, Monna Even, Ginny Paternite, Connie Short, Terri Hoffmann, Karen Shearer
Guidance counselors, school psychologists, school nurses, and administrators: Marianne Marconi, Sandy Greenberg, Tom OReilly, Roberta Perlin, Betsy Esber, MaryBeth Bergeron, Greg Rausch, Ann Schmitt, Alice Bonar, Stephanie Johnson, Marcia Schlichter, Susan Cobb, Phil Cagwin, Bob Bierly, Martha Angello, Bill Miller, Bob Phelps, Dan Milz, Dave Isaacs, Mark Mortine, Rhonda Bohannon, Clint Moore, Cathy Keener, Mary Jane Roberts, Jean Eagle, Alice Eby, Kathy Jonas, David Greenburg, Candice McIntosh, Sharon Lytle, Terri Fitton, Steve Swankhaus, Melissa Kessler, Mary Jacobs ..
Action-Project Teams: Fourteen 2-4 person teams from ten schools in five school districts, each with a university faculty/graduate student liaison.
Center for School-Based Mental Health Programs (at Miami University)
Build collaborative university-school district relationships to address the mental health needs of children and adolescents through multifaceted programming.
Promote mental health and school success for youth through:
Primary prevention and mental health education
Early direct intervention for identified at-risk children and adolescents, and treatment for those with severe/ chronic mental health problems
Action research, training, and consultation
The Ohio Mental Health Network for School Success Mission
To help Ohios school districts, community-based agencies, and families work together to achieve improved educational and developmental outcomes for all children especially those at emotional or behavioral risk and those with mental health problems, including pupils participating in alternative education programs.
The Ohio Mental Health Network for School SuccessAction Agenda
Create awareness about the gap between childrens mental health needs and treatment resources, and encourage improved and expanded services.Encourage mental health agencies and school districts to adopt mission statements that address the importance of partnerships.Conduct surveys of mental health agencies and school districts to better define the mental health needs of children and to gather information about promising practices.
The Ohio Mental Health Network for School SuccessAction Agenda (continued)Provide technical assistance to mental health agencies and school districts, to support adoption of evidence-based and promising practices, including improvement and expansion of school-based mental health services.Develop a guide for education and mental health professionals and families, for the development of productive partnerships.Assist in identification of sources of financial support for school-based mental health initiatives.Assist university-based professional preparation programs in psychology, social work, public health, and education, in developing inter-professional strategies and practices for addressing the mental health needs of school-age children.
Educators as Key Members of the Mental Health Team Schools should not be held responsible for meeting every need of every student. However, schools must meet the challenge when the need directly affects learning and school success. (Carnegie Council Task Force on Education of Young Adolescents, 1989)There is clear and compelling evidence that there are strong positive associations between mental health and school success.
Children whose emotional, behavioral, or social difficulties are not addressed have a diminished capacity to learn and benefit from the school environment. In addition, children who develop disruptive behavior patterns can have a negative influence on the social and academic environment for other children. (Rones & Hoagwood, 2000, p.236) Contemporary school reformand the associated high-stakes testing (including recently signed federal legislation)has not incorporated the Carnegie Council imperative. That is, recent reform has not adequately incorporated a focus on addressing barriers to development, learning, and teaching.Educators as Key Members of the Mental Health Team
Common Messages Across Initiatives It is important to build on the common goals of expanded school-based mental health programs and existing community and school initiatives. For example, in Ohio: Comprehensive StrategyPartnerships for SuccessAlternative Education Challenge Grant ProgramAll share a common core focus on barriers to development, learning, and teaching. Identification of the common message across initiatives is extremely important for reducing the chances that what is being introduced by any one initiative will be marginalized by proponents of narrowly-focused school reform.
Creating and Maintaining Ongoing, Empowering Dialogue with Educators Multi-level, formal and informal dialogue with policy makers, formulators, enforcers, and implementers.Programs for school board members and administrators.Newsletter for teachers.Website resources.Extensive contact time with educators in their school buildings.Joining the school community.Key opinion leaders.
Assessing and Responding To Educator-Identified Needs and Concerns Careful, detailed, local needs assessments from the perspective of educators, and a commitment to be responsive to identified needs.
Results used in advocacy efforts and as guideposts for ongoing work.
Prioritizing Promotion of Healthy Development and Problem Prevention School-based models should capitalize on schools unique opportunities to provide mental health-promoting activities.
Recommended strategies for violence and drop-out prevention, including those for which the central role of educators is evident, can be promoted actively within an expanded school-based mental health program.
Prioritizing Promotion of Healthy Development and Problem PreventionFor violence prevention, these include:Structured social skill development programs.Mentoring.Programs that foster school engagement, participation, and bonding.Promotion of developmental assets.A variety of approaches that engage parents and families.
Prioritizing Promotion of Healthy Development and Problem Prevention For drop-out prevention, these include:Early intervention.Mentoring and tutoring.Service learning.Conflict resolution and violence prevention curricula and training for students/staff.Alternative schooling.
Teacher consultants develop and implement special projects related to school-based mental health enhancement.
Teacher consultants serve as liaisons to the schools in efforts to promote school-based mental health programming.
Teacher consultants serve as informal advisers/mentors to school staff on matters related to social-emotional adjustment and learning needs of children and school/climate issues.
Incentives For Teacher Consultants
Stipends (supplemental contracts)
Addressing Barriers to Learning: Annual Conference and Action Projects Program
Conduct annual conferences, to help initiate planned local public school-based projects that reduce mental health-related barriers to learning and enhance the development of healthy school communities.
Objectives of Addressing Barriers to Learning Program
Demonstrate, produce and assess school-based mental health practices (classroom-based, classroom-linked) that address barriers to desired academic outcomes and personal and social skill development.
Put into continuing practice that which participants learn in conference activities and projects.
Increase the effectiveness of school district collaboration and system support for school-based mental health practices.
Resources for Addressing Barriers to Learning Program
Researchers and practitioners whose work on the conference theme evidences quality and the potential for successful application locally.
Small grants to support action projects.
Ongoing consultation with action teams with graduate students/faculty.
Conference Themes for Addressing Barriers to Learning Program
2000 Nonviolent Schools: Building Programs That Work Consultants: Betty Yung and Jeremy Shapiro
2001 School, Family, and Community Partnerships Consultants: Marc Atkins and Scott Rankin
2002 School, Family, and Community Partnerships Consultants: Program faculty
Addressing Barriers To Learning
School, Family, and Community Partnerships
Second Annual ConferenceMarch 22 & 24, 2001
Marcum Conference CenterMiami UniversityOxford, Ohio
Institute for Educational Renewal BasedAt Miami UniversityMiami University Center for School-Based Mental HealthAddressing Barriers To Learning:School, Family, and Community Partnerships
Conference Advisory Committee:Randy Flora Institute for Educational Renewal, MUJoan Fopma-Loy Department of Nursing, MUSusan Mosley-Howard Associate Dean, EAP, MUCarl E. Paternite Department of Psychology, MURoberta Perlin Talawanda City SchoolsAlex Thomas Dept. of Educational Psychology, MUValerie Ubbes Dept. of Physical Education, MURaymond Witte Dept. of Educational Psychology, MUEvaluator:Doris Bergen Dept. of Educational Psychology, MU
Randy Florafloravr@muohio.edu(513)529-6926203 McGuffey Hall Oxford, OH 45056
Carl E. email@example.com(513)529-2416PaterniteDept. of Psychology,...