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Mark D. Weist, Ph.D.Department of Psychology, USC
May 7, 2015
Center for School Mental Health* University of Maryland School of Medicinehttp://csmh.umaryland.edu*Supported by the Maternal and Child Health Bureau of HRSA and numerous Maryland agencies
“Expanded” School Mental HealthFull continuum of effective mental health promotion
and intervention for students in general and special education
Reflecting a “shared agenda” involving school-family-community system partnerships
Collaborating community professionals (not outsiders) augment the work of school-employed staff
School Mental Health (SMH) MH vs Clinics Catron, Harris & Weiss (1998)96% offered SMH received13% for clinics
SMH vs Clinics 2Atkins et al. (2006)80% enrolled in SMH vs 54% in clinicsAt 3-month follow-up, 100% retained in schools, 0%
in clinics
AdvantagesImproved accessImproved early identification/interventionReduced barriers to learning, and achievement of
valued outcomesWHEN DONE WELL
ButSMH programs and services continue to develop in an
ad hoc manner, andLACK AN IMPLEMENTATION STRUCTURE
Positive Behavior Intervention and Support (www.pbis.org)In 18,000 plus schoolsDecision making framework to guide selection and
implementation of best practices for improving academic and behavioral functioningData based decision makingMeasurable outcomesEvidence-based practicesSystems to support effective implementation
AdvantagesPromotes effective decision makingReduces punitive approachesImproves student behaviorImproves student academic performanceWHEN DONE WELL
ButMany schools implementing PBIS lack resources and
struggle to implement effective interventions at Tiers 2 and 3
Key RationalePBIS and SMH systems are operating separatelyResults in ad hoc, disorganized delivery of SMH and
contributes to lack of depth in programs at Tiers 2 and 3 for PBIS
By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced
LOGIC • Effective academic performance promotes
student mental health and effective mental health promotes student academic performance. The same integration is required in our systems
Not two, but one
Interconnected Systems Framework (ISF) for SMH-PBISStrategy for interconnection of two systems
across multiple tiersEmphasizes state teams working with district
teams and schools, and strong team planning and actions at each tier
Two national centers (for SMH and PBIS) and a number of states involved
Numerous training events and a recent monograph completed
ISF DefinedA strong, committed and functional team
guides the work, using data at three tiers of intervention
Sub-teams having “conversations” and conducting planning at each tier
Evidence-based practices and programs are integrated at each tier
SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS
ISF, Indicators of Team FunctioningStrong leadership Good meeting attendance, agendas and meeting
managementOpportunities for all to participateTaking and maintaining of notes and the sense of
history playing outClear action planningSystematic follow-up on action planning
Team Members
*School psychologist*Collaborating
community mental health professional
School counselorSpecial educator
*co-leaders
Assistant principalSchool nurseGeneral educatorParentParent(Older student)
A National Community of Practice (COP); www.sharedwork.orgCSMH and IDEA Partnership providing support30 professional organizations and 16 states12 practice groupsProviding mutual support, opportunities for dialogue
and collaboration
Sixteen StatesHawaiiIllinoisNew HampshireNorth CarolinaMarylandMinnesotaMissouriMontana
New MexicoOhioPennsylvaniaSouth CarolinaSouth DakotaUtahVermontWest Virginia
[email protected]/web/sc
T: (803) 777-0449F: (803) 777-9558
The mission of the SC School Behavioral Health Community is to promote student academic and personal success by reducing barriers to learning
and supporting the social, emotional, and behavioral needs of all youth and families in South
Carolina
Our Goals
In partnership with S.C. schools, families and youth-serving systems and organizations, the SCSBHC seeks to:1.Build communication and collaboration with community members and stakeholders2.Promote adoption and sustained implementation of school behavioral health practices3.Advance training, technical assistance and coaching4.Build collaboration nationally and with other states to promote shared agenda5.Build university partnerships and advance research and scholarship
PBIS/SMH in Montana
The 9th World Congress on the Promotion of Mental Health and the
Prevention of Mental and Behavioural Disorders
“Global Knowledge for Local Change”
September 9-11, 2015Columbia, South Carolina, USA
Featured keynote presenters:
Catherine Bradshaw, Ph.D., M.Ed.
University of Virginia“Preventing Behavior and Mental Health
Problems through Improved School Climate”
Vani Jain, M.Ed. J.W. McConnell Family Foundation“Social Labs: An Innovative Approach to Help Advance School Mental Health”
Ian Manion, Ph.D.Ontario Centre of Excellence
for Child and Youth Mental Health“Effective Mental Health Promotion through
Meaningful Youth Engagement”
Don Wetzel, Jr., M.A. American Indian Youth Development CoordinatorMontana Office of Public Instruction“Mental Health Promotion in Indian Country”
The Congress will focus on international research in the areas of:
1.Integrated Health2.Positive Psychology3.School Mental Health4.Social and Technological Innovation5.Underserved Populations6.Well-being
VISIT US ON THE WEB!mhworldcongress2015.org
Contact Information:
Clifford Beers Initiative at the University of South [email protected]
(803) 777-0449
Contact InformationDepartment of Psychology University of South Carolina 1512 Pendleton St., Room 237DColumbia, SC 29208Ph: 803 777 8438 [email protected]
