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Making Connections with Kids through School Health
Presenters: Cynthia Cook, Carlynn Nichols and Crystal Palmer
June 19, 2015
Systems
2
System
Definition noun:
•an assemblage or combination of things or parts forming a complex or unitary whole.
•a coordinated body of methods or a scheme or plan of procedure; organizational scheme.
3
Solar System
4
Respiratory System
5
Nervous System
6
Systems of Service Provision
Each Child Serving System is unique
•Policy
•Protocol
•Programming
•Staff Credentials
•Unique Culture
•Goals or Focus
Consider all of the parts that interconnect
together to make a system work properly
7
Child Serving Systems
• Juvenile Justice – Community Safety• Public Health – Community Health and Wellness• Child Welfare - Child Well Being and Child
Safety• Schools – Educational Achievement• Behavioral/Mental Health – Emotional and
Mental Wellness and Well being • Primary Care – Physical Health Care• Community Centers – Community Well Being
8
Child Serving System
Each System is focused on improving function of children AND we have differences in orientation, categorical funding, culture that challenges our ability to attending to the overall needs of children, youth and their families
9
How do we get systems to create a system to serve children, youth and families?
Public Health
Schools Primary Care
Mental Health
Courts
Recreation/Community Centers
Churches
10
Is student health the missing piece in School
Reform?
Former Surgeon GeneralDr. Antonia Novello
“Health and education go hand in hand: one cannot exist without the other. To believe any differently is to hamper progress. Just as our children have a right to receive the best education available, they have a right to be healthy. As parents, legislators, and educators, it is up to us to see that this becomes a reality.”
•Healthy Children Ready to Learn: An Essential Collaboration Between Health and
Education, 1992
American Cancer Society
“[Children] …who face violence, hunger, substance abuse, unintended pregnancy, and despair cannot possibly focus on academic excellence. There is no curriculum brilliant enough to compensate for a hungry stomach or a distracted mind.”
•National Action Plan for Comprehensive School Health Education, 1992.
Good Health is
Necessary for
Academic Success
• It is difficultfor students to be successful in school if they are:
• depressed
• tired
• being bullied
• stressed
• sick
• using alcohol or other drugs
• hungry
• abused
Systems
• A system is a group of independent but interrelated and interacting elements – individuals, institutions, and infrastructure that form a unified whole.
• Systems change attempts to make the environment favorable for an individual and/or group.
• A favorable change in the environment can promote voluntary and favorable changes in behavior.
– Nutrition Education: Linking Research, Theory, and Practice By Isobel R. Contento, 2011
16
Systems Change
• Health and education often exist in silos, but they must work together to make needed changes
• Schools offer the perfect setting, but they can’t do it alone
• Schools are unique systems
• Systems change is long-term and takes time
17
18
The Coordinated School Health (CSH) Model & The Whole School, Whole Community, Whole Child (WSCC) Model
History
19
Coordinated School Health
Family &CommunityInvolvement
PhysicalEducation
School Health
Services
Nutrition Services
Counseling, Psychological & Social Services
Comprehensive
SchoolHealth
Education
School-site Health
Promotion forStaff
HealthySchool
Environment
Coordinated School Health Goals
• Increase health knowledge, attitudes, and skills.
• Increase positive health behaviors and health outcomes.
• Improve education outcomes.
• Improve social outcomes.– http://www.cdc.gov/healthyyouth/cshp/goals.htm
21
The WSCC Model
Combines and builds on elements of the traditional coordinated school health model and the whole child framework by:
– Responding to the call for greater alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development.
– Incorporating the components of a coordinated school health program around the tenets of a whole child approach to education.
– Providing a framework to address the symbiotic relationship between learning and health.
• http://www.ascd.org/programs/learning-and-health/wscc-model.aspx
22
Whole Child Tenets
• Each student enters school healthy and learns about and practices a healthy lifestyle.
• Each student learns in an environment that is physically and emotionally safe for students and adults.
• Each student is actively engaged in learning and is connected to the school and broader community.
• Each student has access to personalized learning and is supported by qualified, caring adults.
• Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.
– http://www.ascd.org/whole-child.aspx
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The WSCC Model
24
Stages of System Change
• Maintenance of the Old System
• Awareness
• Exploration
• Transition
• Emergence of New Infrastructure
• Predominance of the New System– http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/The-Stages-of-
Systemic-Change.aspx ; Beverly L. Anderson.
25
Key Elements to System Change
• Vision• Public and Political Support • Networking • Teaching and Learning Changes • Administrative Roles and
Responsibilities • Policy Alignment
The process is akin to remodeling a building while people are still using it; redesign and reconfiguration need to be carefully staged to keep the
building functional.– http://www.ascd.org/publications/educational-leadership/sept93/vol51/num01/The-Stages-of-
Systemic-Change.aspx; Beverly L. Anderson.
26
The Old Model
Family &CommunityInvolvement
PhysicalEducation
School Health
Services
Nutrition Services
Counseling, Psychological & Social Services
Comprehensive
SchoolHealth
Education
School-site Health
Promotion forStaff
HealthySchool
Environment
27
The New and Improved Model
What does this all mean?
ANSWER:
Healthy children make better students, and better students make healthy communities.
Systems of Care
32
System of Care History
• 1978 President’s Commission on Mental Health
• Jane Knitzer’s Unclaimed Children: The Failure of Public Responsibility to Children and Adolescents in Need of Mental Health Services, published in 1982
• Child and Adolescent Service System Program in 1984
33
Definition
www.systemsofcare/samsha.gov
Systems of care is not a program — it is a concept and
philosophy of how care should be delivered
34
System of Care
System of Care is an approach to services
that recognizes the importance of family,
school and community, and seeks to
promote the full potential of every child
and youth by addressing their physical,
emotional, intellectual, cultural and social
needs.
systemsofcare/samsha.gov 35
System of Care
Systems of care helps parents and
caregivers address the mental health
needs of their children and youth while
managing the demands of day-to-day
living. Adequately meeting these needs
requires multiple strategies and agencies.
systemsofcare/samsha.gov 36
www.systemsofcare/samsha.gov
System of Care
Families and youth work in partnership with public and private organizations to design
mental health services and supports that are effective, that build on the strengths of
individuals, and that address each person's cultural and linguistic needs.
A system of care helps children, youth and families function better at home, in school, in
the community and throughout life.
37
Framework for System of Care
Stroul, B. & Friedman, R. (1986). A system of care for children and youth with severe emotional disturbances (rev. ed., p. 30) 38
Core Values
1. Family Driven and Youth Guided, with the needs of the child and family determining the types and mix of services and supports provided.
2. Community based, with the locus of services as well as
system management resting within a supportive, adaptive infrastructure of structures, processes, and relationships.
3. Culturally and Linguistically competent, with agencies, programs, and services that reflect the cultural, racial, ethnic and linguistic differences of the populations they serve to facilitate access to and utilization of appropriate services supports and eliminate disparities in care.
Stroul,B., Blau, G. and Friedman, R. (2010) Issue Brief: Updating the System of Care Concept and Philosophy. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health
39
Guiding Principles
• A comprehensive array of services & supports
• Individualized services to meet the unique needs & potential guided by an individualized service plan
• Services in the least restrictive environment
• Family participation in ALL aspects of planning, service delivery, and evaluation
• Integrated services with coordinated planning across the child-serving systems.Modified from: Pires, 2007Modified from: Pires, 2007
40
Guiding Principles Continued
• Case Management or service coordination with linkage between child-serving agencies and programs
• Prevention, early identification & intervention promoted by SOC to enhance positive outcomes
• Smooth transitions among agencies, providers, and to the adult service system
• Promote human rights protection & advocacy
• Nondiscrimination in access to servicesModified from: Pires, 2007Modified from: Pires, 2007
41
Multiple Levels of a SOC
ServicesSupport, services, resources for families
CommunityCommunity collaboration and partner projects
GovernanceInteragency collaborative decision making
body
42
Gov
erna
nce
Com
mun
ityCo
llabo
ratio
nCh
ildre
n’s
Initi
ative
s
FA
MILY
AN
D Y
OU
TH
IN
VO
LVE
ME
NT
6/3/2015
Parent & Youth
Advisory Council
Human Services
Community Collaborative
43
Key Elements
• A Collaborative Body • Interagency Collaboration• Memorandum of Understanding• Parent-Professional Partnerships• Youth Involvement/Voice• Evidence Based/Informed Practice• Clinical Excellence & Workforce Development• Cultural and Linguistic Competence• Access to Services• A Strategic Plan/Direction
44
Critical Components
• Cross System Training
• Mechanism for Access to Services
• Collaboration
• Resource Sharing
45
Systems Transformation Lessons
• Understanding systems within systems
• Respecting the goals and the roles all partners
• Interpersonal relationships
• Champions are mandatory
• Ongoing process of change
• Ongoing Evaluation
46
References
• American Cancer Society. National Action Plan for Comprehensive School Health Education. Atlanta, GA: American Cancer Society; 1992:4-7.
• Anderson, B. L. (1993). The Stages of Systemic Change. Educational Leadership, 14-17.• ASCD. (2015, June 16). Learning and Health. Retrieved from ASCD:
http://www.ascd.org/programs/learning-and-health/wscc-model.aspx• ASCD. (2015, June 16). The Whole Child Initiative. Retrieved from ASCD:
http://www.ascd.org/whole-child.aspx• Centers for Disease Control and Prevention . (2015, June 16). Goals of Coordinated School
Health. Retrieved from Adolescent and School Health: http://www.cdc.gov/healthyyouth/cshp/goals.htm
• Contento, I. R. (2007). Nutrition Education: Linking Research, Theory, and Practice . Sudbury: Jones and Bartlett Publishers.
• Novello, A.C., Degraw, C., Kleinman, D. (1992). Healthy children ready to learn: An essential collaboration between health and education. Public Health Reports, 107 (1),3-15.
• Stroul,B. and Friedman, R. (1986). A System of Care for children and youth with Severe Emotional disturbances. (Revised Edition). Washington DC: Georgetown University Child Development Center, CASSP Technical Assistance Center.
• Stroul,B., Blau, G. and Friedman, R. () Issue Brief: Updating the System of Care Concept and Philosophy. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health
• Pires, S. (Spring 2002). Building Systems of Care: A Primer. Washington DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for children’s Mental Health
47
For more information contact:
Cynthia Cook, Ph. D.
Wayne RESA
Health Consultant
313-334-1367
Carlynn Nichols, LMSW
The Children’s Center
Chief Clinical Officer
313-262-1193
Crystal Palmer, LMSW
Detroit Wayne Mental Health Authority
Director, Children’s Initiatives
313-833-1996
48