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 – 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...

SBHC resources

General SMH Resources Center for School Mental Health School Mental Health Connection Center for Health & Health Care in Schools UCLA Center for Mental Health in Schools

Questions?