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School Mental Health System Level Planning
Acknowledgements School Mental Health Capacity Building Partnership Centers for Disease Control and Prevention, Division of
Adolescent and School Health (DASH) National Steering Committee:
– Joanne Cashman
– TJ Cosgrove
– Paul Flaspohler
– C. Veree’ Jenkins
– James Koller
– Carl E. Paternite
– Morton Sherman
– Mark Weist
– Karen Weston
Staff: Laura Hurwitz Consultant: Sharon Stephan
Learning Objectives
Identify Ten Critical Factors for advancing SMH at the statewide or district level
Self-assess state or district’s progress along the ten critical factors
Prioritize critical factors for action planning
Identify action steps to address priority factors
Stakeholder discussion groups
• Site visits to MO, MD, OH, OR• Three discussion groups with adults• Approx 30 stakeholders included:
– Mental health– Family members/advocates– Education– Health– Youth development
• Follow-up
• Final Product: Ten Critical Factors to Advancing School Mental Health
Youth discussion groups• Gather their ideas on
– SMH services
– how to engage them (students?) in these services
• Diverse group of students– 4-9 participants per group
– ages 14-22
– some had MH disorders
• Final Product: What Students Have to Say About Mental Health
10 Critical Factors to Advancing School Mental Health
About Ten Critical Factors to Advancing SMH
• Developed at the state level but can apply to school districts as well
• Identified through qualitative analysis of cross-cutting themes
• Strategies developed through iterative review process
• Not sequential
• Not “one size fits all” – can be implemented differently
Ten Critical Factors
1. Vision and shared agenda
2. Infrastructure and systems of accountability
3. Feasible and sustainable funding
4. Connection to academic outcomes
5. Family and youth partnerships
Ten Critical Factors (cont.)
6. Cultural competence
7. Training and staff development
8. Best practices
9. Coordination of resources
10. Data collection and evaluation
Using Ten Critical Factors
• Provides a framework to advance SMH at state or school district level
• Use at any point in a planning or implementation process– Assess baseline or current status– Develop consensus about priorities with multiple
stakeholders– Seek continuous feedback from a larger diverse group of
stakeholders– Monitor progress– NASBHC’s experience
Cross-cutting themes
• Innovation
• Connections– Interagency and intra-agency– State to local; local to state– Federal level
• Integration of health and mental health
• Social marketing
• Emphasis on quality
Status of School Mental Health in...
– Insert 2-3 slides presenting the status of school mental health efforts in their district or state. Planning team should develop these slides collaboratively. Consider including significant milestones, legislations, cross-agency, collaborations, task forces, etc..
ACTIVITY:Ten Critical Factor Self-Assessment
Activity Instructions: Ten Critical Factor Self-Assessment
• Complete self-assessment:• Complete independently• No right and wrong• Your personal perspective• The degree to which your state/district as a whole
(not one specific agency) has implemented these factors
• Answers are confidential• Assessments will be collected for evaluation
purposes
Activity Instructions (cont.): Ten Critical Factor Self-Assessment
• Select facilitator, recorder, and reporter
• At your table, complete self-assessment worksheet
Activity Instructions (cont.): Ten Critical Factor Self-Assessment
TALLY YOUR RATINGS
How many rated each factor a: 1-2?, 3-4? 5-6? In which factor is there most momentum? In which factor would you have the highest
opportunity of success? Are there any factors you can eliminate because
there is not enough activity or it’s already in place? Which are the 3 top factors on which your
state/district should begin working?
REPORT OUT: Selecting Priority Factors
ACTIVITY:Action Planning
Activity Instructions: Action planning
Introductions Designate recorder and reporter Review strategies related to critical factor Complete worksheet: Analyzing opportunities
and barriers Identify strategies which your state/district
could begin working on in the next 6-12 months
Identify opportunities that exist related to these strategies
Identify barriers that exist related to these strategies
Activity Instructions: Action planning
Complete Action Planning worksheet Select one strategic goal for the next 6-12 months Identify 3-5 action steps that can be taken toward
achieving this goal.• Consider what resources you’ll need, stakeholders from whom
you will need buy-in, how you will involve family/youth• Be realistic, specific, and concrete.
Write down strategic goal and action steps on flip chart paper (neatly and in large writing so everyone can see)
REPORT OUT: Selecting Action Steps
Prioritizing action steps
Go around the room and put red dots on three action steps that you think should be a priority
Dots can be on any/all factors
Next steps for our state/district
Note: Planning team should pre-determine some next steps before outset of planning process and present this slide. Steps can also be added that came up throughout the day. Examples might include:
Write up summary of all of groups worksheets and distribute to participants by (insert date) Planning team will integrate priority action steps into a work plan and request feedback from participants by (insert date) Participants will be invited to be part of workgroup that implements action plan Other...
General SMH Resources
Center for School Mental Health http://csmh.umaryland.edu
School Mental Health Connection www.schoolmentalhealth.org
Center for Health & Health Care in Schools www.healthinschools.org
UCLA Center for Mental Health in Schools www.smhp.psych.ucla.edu
Questions?
