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Concept Mapping ProjectConcept Mapping ProjectDeveloping and Developing and
Sustaining Mississippi’s Sustaining Mississippi’s System of CareSystem of Care
Concept Mapping ProjectConcept Mapping ProjectDeveloping and Developing and
Sustaining Mississippi’s Sustaining Mississippi’s System of CareSystem of Care
Brenda Scafidi, Ed.D.Brenda Scafidi, Ed.D.
Marty Hydaker, M.A.Marty Hydaker, M.A.
Lenore Behar, Ph.D.Lenore Behar, Ph.D.
Brenda Scafidi, Ed.D.Brenda Scafidi, Ed.D.
Marty Hydaker, M.A.Marty Hydaker, M.A.
Lenore Behar, Ph.D.Lenore Behar, Ph.D.
Uses in MississippiUses in MississippiUses in MississippiUses in Mississippi
• In the COMPASS Project, the first In the COMPASS Project, the first System of Care, to determine next System of Care, to determine next steps toward statewidenesssteps toward statewideness
• In the new System of Care In the new System of Care community in the Pine Belt community in the Pine Belt communitycommunity
• In the COMPASS Project, the first In the COMPASS Project, the first System of Care, to determine next System of Care, to determine next steps toward statewidenesssteps toward statewideness
• In the new System of Care In the new System of Care community in the Pine Belt community in the Pine Belt communitycommunity
Purpose of Concept Purpose of Concept MappingMapping
Purpose of Concept Purpose of Concept MappingMapping
To determine next steps in statewide To determine next steps in statewide development of Systems of care, we development of Systems of care, we sought input fromsought input from– the state level planning body of 13 the state level planning body of 13
yearsyears– the community interagency team of 7 the community interagency team of 7
yearsyears
Joint effort of MS Department of Mental Joint effort of MS Department of Mental Health and Mississippi Families as Health and Mississippi Families as AlliesAllies
To determine next steps in statewide To determine next steps in statewide development of Systems of care, we development of Systems of care, we sought input fromsought input from– the state level planning body of 13 the state level planning body of 13
yearsyears– the community interagency team of 7 the community interagency team of 7
yearsyears
Joint effort of MS Department of Mental Joint effort of MS Department of Mental Health and Mississippi Families as Health and Mississippi Families as AlliesAllies
Reasons for Choosing Reasons for Choosing this Strategythis Strategy
Reasons for Choosing Reasons for Choosing this Strategythis Strategy
• Wanted input from stakeholders in Wanted input from stakeholders in a group processa group process
• Wanted an energized activity—not Wanted an energized activity—not long, drawn out meetingslong, drawn out meetings
• Wanted a fair processWanted a fair process• Wanted an equal voice for allWanted an equal voice for all
• Wanted input from stakeholders in Wanted input from stakeholders in a group processa group process
• Wanted an energized activity—not Wanted an energized activity—not long, drawn out meetingslong, drawn out meetings
• Wanted a fair processWanted a fair process• Wanted an equal voice for allWanted an equal voice for all
Potential UsesPotential UsesPotential UsesPotential Uses
• To shape direction of state-level To shape direction of state-level planningplanning
• To shape direction of local-level To shape direction of local-level planningplanning
• As a basis for development of a As a basis for development of a logic model—identifies areas of logic model—identifies areas of focusfocus
• As a basis for the development of a As a basis for the development of a strategic planstrategic plan
• To shape direction of state-level To shape direction of state-level planningplanning
• To shape direction of local-level To shape direction of local-level planningplanning
• As a basis for development of a As a basis for development of a logic model—identifies areas of logic model—identifies areas of focusfocus
• As a basis for the development of a As a basis for the development of a strategic planstrategic plan
Concept Mapping ProcessConcept Mapping ProcessConcept Mapping ProcessConcept Mapping Process
Concept Mapping Is....Concept Mapping Is....Concept Mapping Is....Concept Mapping Is....
• a process in which a group a process in which a group brainstorms their ideas on a certain brainstorms their ideas on a certain topic topic
• a way to look at everyone’s ideas and a way to look at everyone’s ideas and how they merge with other’s ideas how they merge with other’s ideas
• a visual map that illustrates what the a visual map that illustrates what the group’s ideas are, how the ideas are group’s ideas are, how the ideas are related to one another and how they related to one another and how they can be organized or clustered into can be organized or clustered into general conceptsgeneral concepts
• a process in which a group a process in which a group brainstorms their ideas on a certain brainstorms their ideas on a certain topic topic
• a way to look at everyone’s ideas and a way to look at everyone’s ideas and how they merge with other’s ideas how they merge with other’s ideas
• a visual map that illustrates what the a visual map that illustrates what the group’s ideas are, how the ideas are group’s ideas are, how the ideas are related to one another and how they related to one another and how they can be organized or clustered into can be organized or clustered into general conceptsgeneral concepts
Advantages of Concept Advantages of Concept SystemsSystems
Advantages of Concept Advantages of Concept SystemsSystems
Integrates qualitative group processes (brainstorming, and sorting and rating of statements) with multivariate statistical analyses , which include
• multidimensional scaling of the sort data
• hierarchical cluster analysis • computation of average ratings for each
statement and cluster of statements
Integrates qualitative group processes (brainstorming, and sorting and rating of statements) with multivariate statistical analyses , which include
• multidimensional scaling of the sort data
• hierarchical cluster analysis • computation of average ratings for each
statement and cluster of statements
More AdvantagesMore AdvantagesMore AdvantagesMore Advantages• Software generates clusters, Software generates clusters,
graphs, charts, and item ratingsgraphs, charts, and item ratings• Findings are based on statistical Findings are based on statistical
analysesanalyses• No personal biases interjectedNo personal biases interjected
DisadvantageDisadvantage• Findings are complicated and need Findings are complicated and need
explanations and discussionsexplanations and discussions
• Software generates clusters, Software generates clusters, graphs, charts, and item ratingsgraphs, charts, and item ratings
• Findings are based on statistical Findings are based on statistical analysesanalyses
• No personal biases interjectedNo personal biases interjected
DisadvantageDisadvantage• Findings are complicated and need Findings are complicated and need
explanations and discussionsexplanations and discussions
Concept Systems, Inc.Concept Systems, Inc.Example of ClientsExample of Clients
Concept Systems, Inc.Concept Systems, Inc.Example of ClientsExample of Clients
Potential Concept Mapping Potential Concept Mapping ParticipantsParticipants
Potential Concept Mapping Potential Concept Mapping ParticipantsParticipants
• Agencies– Child Welfare– Education– Juvenile Justice– Mental Health– Public Health– Public Safety
• Private Providers– Hospitals/Emergency
Services– Pediatricians – Psychiatrists,
Psychologists,– Social Workers, Marriage &– Family Therapists– Residential Treatment
• Advisory Board Members• Clergy• Community Leaders• Families• Project Staff
– Case Managers– Clinicians– Evaluators– Social Marketers– Specialists: Cultural,
Linguistic, Workforce• Volunteers• Youth
• Other Stakeholders
Two Parts to the ProcessTwo Parts to the Process
Part 1: Brainstorming (group activity)Part 1: Brainstorming (group activity)
Part 2: Sorting and Rating (individual Part 2: Sorting and Rating (individual activity)activity)
Those who participate in the Those who participate in the Brainstorming, also must complete the Brainstorming, also must complete the Sorting and RatingSorting and Rating
Two Parts to the ProcessTwo Parts to the Process
Part 1: Brainstorming (group activity)Part 1: Brainstorming (group activity)
Part 2: Sorting and Rating (individual Part 2: Sorting and Rating (individual activity)activity)
Those who participate in the Those who participate in the Brainstorming, also must complete the Brainstorming, also must complete the Sorting and RatingSorting and Rating
Concept Mapping Concept Mapping ParticipationParticipationConcept Mapping Concept Mapping ParticipationParticipation
Brainstorming on the first Brainstorming on the first daydayBrainstorming on the first Brainstorming on the first dayday
The next day they do The next day they do SortingSortingThe next day they do The next day they do SortingSorting• They sort each idea into groups They sort each idea into groups
they believe are related to each they believe are related to each otherother
• They label each groupThey label each group
• They sort each idea into groups They sort each idea into groups they believe are related to each they believe are related to each otherother
• They label each groupThey label each group
• The participants generate ideas in The participants generate ideas in response to a promptresponse to a prompt
• The participants generate ideas in The participants generate ideas in response to a promptresponse to a prompt
and Ratingand Ratingand Ratingand Rating
• They rate each idea as to They rate each idea as to importance using a 1-5 point scaleimportance using a 1-5 point scale
• They rate each idea as to They rate each idea as to feasibility using a 1-5 point scalefeasibility using a 1-5 point scale
• They rate each idea as to They rate each idea as to importance using a 1-5 point scaleimportance using a 1-5 point scale
• They rate each idea as to They rate each idea as to feasibility using a 1-5 point scalefeasibility using a 1-5 point scale
The Brainstorming ProcessThe Brainstorming Process• The prompt statement sets theThe prompt statement sets the
tasktask
• As someone makes a statement, it As someone makes a statement, it is typed into the computer is typed into the computer and projected onto the and projected onto the screen screen
• Brainstorming is complete when Brainstorming is complete when the group cannot generate any the group cannot generate any more statementsmore statements
• Or until they create 100 Or until they create 100 statementsstatements
• The prompt statement sets theThe prompt statement sets the tasktask
• As someone makes a statement, it As someone makes a statement, it is typed into the computer is typed into the computer and projected onto the and projected onto the screen screen
• Brainstorming is complete when Brainstorming is complete when the group cannot generate any the group cannot generate any more statementsmore statements
• Or until they create 100 Or until they create 100 statementsstatements
BrainstormingBrainstormingBrainstormingBrainstorming
Focus StatementFocus Statement
What specific actions/steps What specific actions/steps need to be taken for the system need to be taken for the system of care to be successful in of care to be successful in Mississippi?Mississippi?
Focus StatementFocus Statement
What specific actions/steps What specific actions/steps need to be taken for the system need to be taken for the system of care to be successful in of care to be successful in Mississippi?Mississippi?
Findings from Findings from State Level & Local Level State Level & Local Level
Concept MappingConcept Mapping
Findings from Findings from State Level & Local Level State Level & Local Level
Concept MappingConcept Mapping
How It WorkedHow It WorkedHow It WorkedHow It Worked
• The community group met firstThe community group met first
Brainstormed 96 ideasBrainstormed 96 ideas• The state group met nextThe state group met next
Brainstormed 71 more ideasBrainstormed 71 more ideas
Sorted and rated all 167 ideasSorted and rated all 167 ideas• The community group sorted and The community group sorted and
rated the 167 ideasrated the 167 ideas
• The community group met firstThe community group met first
Brainstormed 96 ideasBrainstormed 96 ideas• The state group met nextThe state group met next
Brainstormed 71 more ideasBrainstormed 71 more ideas
Sorted and rated all 167 ideasSorted and rated all 167 ideas• The community group sorted and The community group sorted and
rated the 167 ideasrated the 167 ideas
FindingsFindingsFindingsFindings
• The 2 groups generated 10 clusters• The groups rated the clusters very
differently• The groups rated the items within
clusters very differently• The groups’ ratings reflected the
different perspectives/missions of state and local groups
• The 2 groups generated 10 clusters• The groups rated the clusters very
differently• The groups rated the items within
clusters very differently• The groups’ ratings reflected the
different perspectives/missions of state and local groups
Use of InformationUse of InformationUse of InformationUse of Information• Facilitates development of a logic Facilitates development of a logic
model for systems change; model for systems change; clusters define areas of importanceclusters define areas of importance
• Action plans can be created by Action plans can be created by focusing on those statements that focusing on those statements that are perceived to be the most are perceived to be the most important and most feasibleimportant and most feasible
• Facilitates development of a logic Facilitates development of a logic model for systems change; model for systems change; clusters define areas of importanceclusters define areas of importance
• Action plans can be created by Action plans can be created by focusing on those statements that focusing on those statements that are perceived to be the most are perceived to be the most important and most feasibleimportant and most feasible
Cluster Map with a Ten-Cluster Solution
Parent Involvement
Outcome Evaluation
FundingLegislation
Collaboration
Policies & Procedures
Social Marketing
Quality Services
Staff Training
Pre-service Training
Comparison of Cluster Ratings Comparison of Cluster Ratings for Importance & Feasibilityfor Importance & Feasibility
Both Groups CombinedBoth Groups Combined
r = .31
IMPORTANCE FEASIBILITY
4.5
2
4.5
2
FundingPre-Service Training
Pre-Service TrainingStaff Training
CollaborationCollaboration
LegislationFunding
Staff TrainingSocial Marketing
Quality ServicesQuality Services
Outcome EvaluationPolicies & Procedures
Policies & ProceduresParent Involvement
Social MarketingOutcome Evaluation
Parent InvolvementLegislation
Cluster Ratings for Cluster Ratings for ImportanceImportance
Community Group vs State Community Group vs State GroupGroup
r = -.4
COMMUNITY STATE
4.5
3.5
4.5
3.5
Social MarketingPre-Service Training
Staff TrainingCollaboration
Pre-Service TrainingFunding
Parent InvolvementPolicies & Procedures
Quality ServicesQuality Services
FundingStaff Training
CollaborationLegislation
Outcome EvaluationOutcome Evaluation
Policies & ProceduresParent Involvement
LegislationSocial Marketing
Cluster Ratings for Cluster Ratings for FeasibilityFeasibility
Community Group vs State Community Group vs State GroupGroup
r = .95
COMMUNITY STATE
4
2.5
4
2.5
FundingFunding
Pre-Service TrainingCollaboration
CollaborationLegislation
LegislationPre-Service Training
Staff TrainingStaff Training
Quality ServicesOutcome Evaluation
Policies & ProceduresQuality Services
Outcome EvaluationPolicies & Procedures
Parent InvolvementSocial Marketing
Social MarketingParent Involvement
Go ZonesGo ZonesGo ZonesGo Zones
3.963.21 4.46
2.08
4.16
Importance
Feas
ibilit
y 3.19
1
2
3
45
67
8
9
10
11
12
13
1415
1617
1819
2021
22
2324
2526
27
28
29
30
31
32
33
34
35
36
37
3839 4041
4243
44
45
4647
48
49
50
51
52
53
545556
57
58
59
60
61
62
636465
66
67
68
69
70
71
72
73
74
7576
77
78
79
8081
8283
84
85
8687
88
89
90
91
92 93
94
95
96
97
98
99
100101
102
103 104
105
106
107108109110
111
112113
114115
116117
118119 120
121
122
123124
125
126127 128
129130
131
132
133
134
135
136137
138
139
140
141
142
143
144
145
146147148
149
150151
152
153
154
155 156
157
158159
160
161
162
163
r = .21
Top Items for Importance & Top Items for Importance & FeasibilityFeasibility
Both Groups, CombinedBoth Groups, Combined
Top Items for Importance & Top Items for Importance & FeasibilityFeasibility
Both Groups, CombinedBoth Groups, CombinedStatement Importance Feasibilit
y
Develop more/better communication 4.20 3.88
Teach parents to communicate concerns to educators as early as possible
4.29 3.76
For families new to SOC, identify all interested agencies & providers
4.28 3.76
Explain diagnosis, medication & side effects to family & child
4.33 4.08
Educate educators on mental health issues for children
4.28 3.76
13Identify target populations for
services 4.20 4.16
16Develop stronger partnerships
between agencies that are part of the SOC
4.38 3.64
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
Community Group, AloneCommunity Group, Alone
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
Community Group, AloneCommunity Group, AloneStatement Importance
Feasibility
Develop more/better communication 4.20 3.88
Teach parents to communicate concerns to educators as early as possible
4.29 3.76
Be informative in educating the community about types of care
4.12 3.68
Explain diagnosis, medication & side effects to family & child
4.33 4.08
Identify target populations for services 4.20 4.16
Have a MAP Team in each county, even if funding is not immediately available
4.12 3.08
Make educational materials more kid and family friendly so they can learn about their issues or those of others in the class or community
4.00 3.56
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
State Group, AloneState Group, Alone
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
State Group, AloneState Group, AloneStatement Importance Feasibility
For families new to SOC, identify all interested agencies & providers
4.28 3.26
Have clear objectives; what are we going to do and how are we going to do it
4.16 3.48
Clarify expectations; what the family expects from SOC and we expect from the family
4.25 3.52
Develop written agreement at local and state levels to carry out best practices associated with system of care
4.16 3.28
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
State Group, AloneState Group, Alone
Top Items for Importance and Top Items for Importance and FeasibilityFeasibility
State Group, AloneState Group, AloneStatement
Involve families and consumers in the design/operation of the system of care
Importance
4.12
Feasibility
3.56
Deter institutional placements as opposed to community services
4.16 3.44
Develop a mission statement for the overall system of care
4.08 4.16
Similarities and Similarities and DifferencesDifferences
Similarities and Similarities and DifferencesDifferences
• The common ground between the The common ground between the groups is the emphasis on familiesgroups is the emphasis on families
• The community group emphasized The community group emphasized servicesservices
• The state group emphasized The state group emphasized structuresstructures
• The common ground between the The common ground between the groups is the emphasis on familiesgroups is the emphasis on families
• The community group emphasized The community group emphasized servicesservices
• The state group emphasized The state group emphasized structuresstructures
Moral of this StoryMoral of this StoryMoral of this StoryMoral of this Story
• State level and local level people State level and local level people see things differently; their see things differently; their priorities for action steps differpriorities for action steps differ
• How you stand has to do with How you stand has to do with where you sit!where you sit!
• State level and local level people State level and local level people see things differently; their see things differently; their priorities for action steps differpriorities for action steps differ
• How you stand has to do with How you stand has to do with where you sit!where you sit!
For more information contact:For more information contact:For more information contact:For more information contact:• Lenore Behar
– (919) 489-1888
• Marty Hydaker
– (828) 293-8300
• Lenore Behar
– (919) 489-1888
• Marty Hydaker
– (828) 293-8300
