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E t di th Child d Y th M t lExtending the Child and Youth Mental Health Information Network:
Sharing Mental Health Information with Educators
Ontario Education Research Symposium
Wednesday, February 22, 2012
Jackie Bajus Don Buchanan Wayne HobbsJackie Bajus, Don Buchanan, Wayne Hobbs
What is KNAER?What is KNAER?
• The Knowledge Network for AppliedThe Knowledge Network for Applied Educational Research
• Funded by the Ontario Ministry of EducationFunded by the Ontario Ministry of Education through the University of Toronto and the University of Western Ontario
• The purpose of the KNAER is to build upon, extend and connect existing networks and facilitate new networks in support of the four priority areas.
Priority areasPriority areas
1 Exploiting available research more effectively1. Exploiting available research more effectively
2. Building or extending networks for further research in priority areasresearch in priority areas
3. Strengthening research brokering work
4. Visits by world leading researchers – Must focus on research use, research development, or research dissemination
– Not intended to fund research itself
What is the Child and Youth Mental l h f kHealth Information Network?
• The Child and Youth • Members includeMental Health Information Network (CYMHIN) is a loosely
– Children’s Mental Health OntarioO t i C t f(CYMHIN) is a loosely‐
structured cooperative amongst several large
– Ontario Centre of Excellence for Child and Youth Mental Health, g g
organizations that provide information about children’s mental
– Offord Centre for Child Studies,
– Hincks‐Dellcrest Centre, about children s mental health problems, in the province of Ontario.
,– Hospital for Sick Children, – E‐BEST at the HWDSB.
What has CYMHIN accomplished?What has CYMHIN accomplished?
• A forum for discussing projects and sharing g p j gknowledge about consumer health information in child and youth mental health.
• Adapted and produced brief guides for parents• Adapted and produced brief guides for parents on seeking help for children with mental health problems.
• Evidence into Practice Conference, Dartington Hall, U.K and Briars, Ontario.“M ki Diff A Ed G id• “Making a Difference: An Educators Guide to Child and Youth Mental Health Problems”
• Article and book chapterArticle and book chapter.
The ProjectThe Project
• A “professional learning community” thatA professional learning community that brings together six school boards (and an informal partner)informal partner).
• The focus was defined as “increasing educator literacy about child and youth mental healthliteracy about child and youth mental health problems”.
Th h d ifi d• The methods were not specified.
Beginning stepsBeginning steps
• Presentation to Student Support LeadershipPresentation to Student Support Leadership Initiative on “Making a Difference”.
• Deliberate use of current networks Presented• Deliberate use of current networks. Presented to SSLI groups in Haldimand‐Norfolk‐Brant and Wellington Dufferin communitiesWellington‐Dufferin communities.
• Formal invitation to five school boards to i i i h i i i l i i S bparticipate, with initial meeting in September
2011.
Participating BoardsParticipating Boards
• Hamilton‐Wentworth • Hamilton‐WentworthHamilton Wentworth District School Board
• Grand Erie District
Hamilton Wentworth Catholic District School Board
School Board
• Upper Grand District
• Brant Haldimand Norfolk Catholic District pp
School Board School Board
• Dufferin Peel Catholic h l dDistrict School Board
“Corresponding member”Corresponding member• Windsor‐Essex Catholic District School Board
Setting a DirectionSetting a Direction
• Strong consensus atStrong consensus at first meeting that “Making a Difference”Making a Difference was the preferred intervention for theintervention for the participating boards.
Background to “Making a Difference”Background to Making a Difference
• How was the “Making a Difference: AnHow was the Making a Difference: An Educator’s Guide to Child and Youth Mental Health Problem” developed and tested?Health Problem developed and tested?– Community partnership
Expert input from Offord Centre for Child Studies– Expert input from Offord Centre for Child Studies
– Piloted in two boards at elementary and secondary levelsecondary level.
How will we do business?How will we do business?
• Face‐to‐face meetingsFace to face meetings
• Telephone conference calls
• Web‐enhanced teleconferences
• Informal networking
• Invitation to other events
• Blog and web site
How will we know we are succeeding?How will we know we are succeeding?
• Two levels of evaluationTwo levels of evaluation– Evaluation of the Professional Learning Community
– Evaluation of the knowledge translationknowledge translation activities
Questions of PracticeQuestions of Practice
• How do we know whether our efforts toHow do we know whether our efforts to improve educator mental health literacy are working?working?– Literature review to identify relevant measurement practicesmeasurement practices
– Presentation by expert‐ Dr. Karen Milligan
– Conclusions: easy to measure knowledge gained– Conclusions: easy to measure knowledge gained, difficult to measure application of knowledge.
OUTCOMES(% of Participants who Demonstrate Knowledge Demonstrate new
Training, Coaching, Performance(% of Participants who Demonstrate Knowledge, Demonstrate new
Skills in a Training Setting, and Use new Skills in the Classroom)
Skill Use in theTRAINING
COMPONENTSKnowledge
SkillDemonstration
Use in the Classroom
Theory and Discussion
10% 5% 0%
..+Demonstration in Training
30% 20% 0%
…+ Practice & 60% 60% 5%Feedback in Training
60% 60% 5%
…+ Coaching in 95% 95% 95%Classroom
Joyce and Showers, 2002
Question of PracticeQuestion of Practice
• How do teachers prefer to learn about childHow do teachers prefer to learn about child and youth mental health problems?– Current research project looking at this question– Current research project looking at this question in local boards.
– Presentation of pre‐publication data by Dr CharlesPresentation of pre publication data by Dr. Charles Cunningham
Universal vs Targeted
Decision Making
Internet Options
utes
Knowledge vs Skill
Follow-up Support
Trialability
Time Demands
sign
Attr
ibu
Curriculum Links
Coaching
Group Size
Supporting Evidence
Cha
nge
Des
Colleague Support
Compatibility
Union Endorsement
Admininstrative Support
Prac
tice
C
Social aspects of learning
1 2 3 4 5 6 7 8 9 10
Presentor Qualitites
Relative ImportancepCunningham et al. 2012
Question of PracticeQuestion of Practice
• How do we implement new programs orHow do we implement new programs or practices in an effective manner?– Synthesis of information from National– Synthesis of information from National Implementation Research Network
– Expert presentation by Dr Dean FixsenExpert presentation by Dr. Dean Fixsen
– Ongoing topic of discussion
Intervention versus ImplementationIntervention versus Implementation
• An intervention is one thingAn intervention is one thing
• Implementation is something else altogether g g
• Like a serum and a syringe– Each is necessaryy
– Neither is useful without the other
Time for DiscussionTime for Discussion
• Panelists:Panelists:– Wayne Hobbs, Executive Supervisor, Grand Erie District School BoardDistrict School Board
– Jackie Bajus, Superintendent of Education, Hamilton‐Wentworth Catholic District SchoolHamilton Wentworth Catholic District School Board
Opening QuestionsOpening Questions
• What’s the current plan in your Board toWhat s the current plan in your Board to improve educator mental health literacy?
• From your perspective what’s working well in• From your perspective, what s working well in the Professional Learning Community?
Wh ld i h i ?• What would improve the experience?
• What are the challenges in improving educator mental health literacy?
Other Questions?Other Questions?
• Don BuchananDon Buchanan– [email protected]
(905) 527 5092 ext 2724– (905) 527‐5092, ext 2724
• Jackie Bajus– [email protected]
• Wayne Hobbs– [email protected]
