School Mental Health Three Years After the New Freedom Commission Report:Ohio’s Experience and Lessons Learned Carl E. Paternite Center for School-Based

School Mental Health Three Years School Mental Health Three Years After the New Freedom After the New Freedom

Commission Report:Ohio’s Commission Report:Ohio’s Experience and Lessons LearnedExperience and Lessons Learned

Carl E. Paternite

Center for School-Based Mental Health Programs

Department of Psychology

Miami University (Ohio)

[email protected]

http://www.units.muohio.edu/csbmhp/

NAMI 2006 Annual Conference

Washington, DC

June 30, 2006

Key Current and Past Mental Key Current and Past Mental Health-Schools-Families Health-Schools-Families Shared Shared

Agenda Agenda Partners in OhioPartners in OhioEllen Abraham, Lakewood City Schools (Lakewood)

Mike Armstrong, Ohio Department of Education (Columbus)

Dawn Anderson Butcher, College of Social Work (Ohio State U., Columbus)

Noelle Duvall, Children’s Resource Center (Bowling Green)

Stephanie Falor, Ohio Department of Education (Columbus)

Paul Flaspohler, Center for School-Based Mental Health Programs (Miami U., Oxford)

Terre Garner, Ohio Federation for Children’s Mental Health (Cincinnati)

Diana Leigh, Center for Learning Excellence (Ohio State U., Columbus)

Paul Lilley, Alcohol, Drug Addiction, and MH Services Board of Hancock Co. (Findlay)

Linda Maxwell, Children’s Hospital (Columbus)

Sue Mikolic, National Alliance for the Mentally Ill of Ohio (Eastlake)

Jennifer Miller, Ohio Department of Education (Columbus)

Kathy Oberlin, Heartland Behavioral Health (Cuyahoga Falls)

Julie Owens, Department of Psychology (Ohio U., Athens)

Kay Rietz, Ohio Department of Mental Health (Columbus)

Mary Lou Rush, Ohio Department of Education (Columbus)

Dave Tener, Woodland Centers (Gallipolis)

Jennifer Vargo, Center for Learning Excellence (Ohio State U., Columbus)

Amy Wilms, Center for School-Based Mental Health Programs (Miami U., Oxford)

Joe Zins, CASEL and University of Cincinnati (Cincinnati)

ANDMANY

OTHERS

Accountability to…

Being Accountable to Students (Families) and Teachers By Ensuring Effective School Mental Health (SMH) Services

Experiences of three students: Kristin, Tova, and Rachel

AccountabilityQuestions

What are the strengths of how Tova was “served” by her school?

What are the weaknesses of how Tova was “served” by her school?

In an ideal world, and in a school that is committed to getting the conditions right, how should students like Tova be served?

What are the barriers (obstacles) to more effectively serving students like Tova?

How would Tova be served in your school?


What are the strengths of how Kristin’s brother George was “served” by his school?

What are the weaknesses of how George was “served” by his school?

In an ideal world, and in a school that is committed to getting the conditions right, how should George have been served?

What are the barriers (obstacles) to more effectively serving students like George?

How would George have been served in your school?


What are the strengths of how Rachel was “served” by her school?

What are the weaknesses of how Rachel was “served” by her school?

In an ideal world, and in a school that is committed to getting the conditions right, how should students like Rachel be served?

What are the barriers (obstacles) to more effectively serving students like Rachel?

How would Rachel be served in your school?

MissionTo help Ohio’s school districts, community-based agencies,and families work together to achieve improved educationaland developmental outcomes for all children — especially

those at emotional or behavioral risk and those withmental health problems.

Since 2001 Ohio Department of Mental Health Ohio Department of Education Center for School-Based Mental Health Programs at Miami University (http://www.units.muohio.edu/csbmhp)

Ohio Mental Health Networkfor School Success

Ohio Mental Health Network for School Success

Key Supplementary Funding

Shared Agenda seed grants (2002, 2005) from IDEA Partnership

Numerous additional State/regional organizations

Guiding Principles for a Mental Health, Schools, Families Shared Agenda

Mental health is crucial to school success

There are shared opportunities for mental health, schools, students and families to work together more effectively

The Ohio Mental Health Network for School Success

Overarching Agenda

Build and sustain a “community of practice” to create and foster demand for expanded, effective school mental health programs and services

Create/foster demand at all levels—local, regional, state, and national


The Ohio Mental Health Network forSchool Success

Specific Action Agenda Create awareness of needs and gaps in resources; address stigma

Gather data on needs, resources,and promising practices

Partner with six action networks for regional and statewide efforts (e.g., training institutes, workshops, action research, etc.)

Train and provide technical assistance to support adoption of evidence-based and promising practices

Promote education—mental health—family collaboration

Identify financial resources for school mental health initiatives

Promote inter-professional strategies and practices in university-based professional preparation programs (education, psychology, counseling, social work, public health, child psychiatry, nursing…)

Integrated Systems to Support the Development of All

Children Systems of Prevention and Promotion All Students

(universal)

Systems of Early InterventionStudents At-Risk (selected)

Systems of Treatment

Students with Problems (indicated)

School, Family, and Community

Partnerships

From work of Joe Zins

Ohio’s Mental Health, Schools, and Families Shared Agenda Initiative

http://www.units.muohio.edu/csbmhp/sharedagenda.html

Phase 1 Statewide forum for leaders of mental health, education, and family policymaking organizations and child-serving systems

(March 3, 2003)

Phase 2 Six regional forums for policy implementers and consumer stakeholders (April-May, 2003)

Phase 3 Legislative forum involving key leadership of relevant house and senate committees (October 9, 2003)

Phase 4 Development and release of Shared Agenda report

Phase 5 Ongoing policy/funding advocacy and technical assistance to promote attention to the crucial links between mental health and school success

Legislative Forum On Mental Health and School SuccessCreating A Shared Agenda In Ohio

October 9, 2003

Legislative Forum On Mental Health and School SuccessCreating A Shared Agenda In Ohio

October 9, 2003

Phase 4 of Ohio’sShared Agenda Initiative

ODMH/ODE-sponsored ad hoc workgroup to develop Shared Agenda report addressing: Public Awareness and Advocacy Professional Development/Training and Service Delivery Policy and Funding

Workgroup met three times between 11/03-3/04;Final report released August 2004 (http://www.units.muohio.edu/csbmhp/sharedagenda/resources.html)

Ohio’s Mental Health, Schools, and Families Shared Agenda Initiative

http://www.units.muohio.edu/csbmhp/sharedagenda.html

Phase 5Ongoing policy/funding advocacy and

technical assistance to promote attention to the crucial links between mental health and school

success and to effective SMH practices.

Phase 5: An Immediate Legislative Outcome

Senate Bill 2Section 3319.61(E)

(effective June 9, 2004)

“The standards for educator professional development developed under division (A) (3)

of this section shall include standards that address the crucial link between academic

achievement and mental health issues.”

Follow-up Advocacy and Follow-up Advocacy and Technical Assistance Efforts withTechnical Assistance Efforts with

Educator Standards Board

Numerous additional State/regional organizations and initiatives

Mental Health Issues and theNo Child Left Behind Mandate:

Two Important Interrelated Goals— Achievement and Wellbeing

1) Achievement promotes wellbeing 2) Wellbeing promotes achievement

School philosophy often acknowledges 1 but

fails to sufficiently acknowledge 2


In Addition to Parents, Teachers are On the Mental

Health “Front Line”

•Yet, teachers/educators are very poorly trained in problem recognition and mental health promotion

•Significant need to enhance teacher/educator training based on analysis of issues confronted in the classroom/school


What Teachers/Educators Need

Basic Current Knowledge About:

Role of stress in students’ lives and impacts on learning

Signs and symptoms of mental illness diagnoses (e.g., depression, ADHD, anxiety disorders, conduct disorders…)

Risk factors and warning signs for suicide

Protective factors that promote resilience in students

Effective, culturally-informed treatments and supports for students with mental health problems

Medications and effects (intended and side effects) on learning and behavior

How to access community support and referral

Impacts of stigma


What Teachers/Educators Need

Effective Strategies and Skills for:

Promoting mental health (well-being) and academic achievement through instructional techniques and curriculum

Creating a positive classroom climate that offers a healthy learning environment and promotes academic, social, and emotional development for all students

Creating a positive, inclusive and safe school culture and climate

Working with students displaying typical emotional and behavior problems

Interacting with parents in empowering and affirming ways

Listening to students

Phase 5Mental Health and School Success:

Ongoing Efforts in Ohio

Linkage and consultation related to work of:

Mental Health—Education Integration Consortium(MHEDIC)

Bringing to together national experts and Ohio-baseduniversity faculty and practitioners in education and mentalhealth fields to address:

pre-service workforce preparation issues

development of effective in-service training curricula and strategies

Phase 5Getting the Conditions Right to

Promote Student Well-being and Academic Success

Collaboration with Ohio Department of Education, Ohio State University, and Miami

University to develop and pilot test the:

Ohio Community Collaboration Model for School Improvement

ODE’s new and expanded conceptualization of school improvement...

Getting the Conditions Right!!!!

AcademicOutcomes

Phase 5Network’s New SAMHSA-funded

Initiative

School Mental Health Effective Practice Integration Council

(EPIC)


Bridging the Gap between Research and Practice: Community Science

(Wandersman, 2003)

• explicit attention is to the mechanisms/processes needed to develop, support, and sustain effective practices in real world settings

• An interdisciplinary framework for strengthening communities by improving the quality of practice in treatment, prevention, health promotion, and education


From Research to Best Practices: Bridging the Gap

(Green, Wandersman, Flaspohler, and others)

• “Best Practice” as Process rather than magic bullet programs

• Attention to local needs• Control by practitioner, client, or community• Local evaluation and self-monitoring• Research in the “tailoring process” and new

technology • Consumer driven Synthesis and Translation

Effective Practice Expert (EPE) Actions in University-Community (U-C) Partnerships

EPE Content Review and

Revision

EPE Process Review and

Revision

Effective Practice Integration Council

Content EPE/ U-C Partner

Process EPE/ U-C Partner

Building and County/District

Engagement

Building and County/District

Engagement

EPIC Products

Effective Practice Integration Council

Stakeholder Credibility

Check

Enhanced SBMH Content

SBMH Sample Tools

Enhanced SMBH

Process

Piloting with PfS Academy

Synthesized and Translated– Content

– Tools

– Processes

The Ten EPEs

• Miami University• Ohio University

• Case Western Reserve University• Ohio State University• Kent State University

Their DisciplinesClinical Psychology

Community Psychology Criminal Justice

Public Health Social Work

Teacher Education

EPIC Values and Principles

1. EPIC is focused on strengthening the application of existing knowledge.

2. The overall aim of EPIC is to support high quality, interdisciplinary, collaborative synthesis and translation within and across all fields related to expanded school mental health.

3. EPIC must have an interdisciplinary perspective.

4. EPIC must have an agenda that prioritizes process over program.

5. EPIC is about supporting the common good.

6. The tools and products of EPIC will be produced for the public domain.

7. EPIC should be self-sustaining.


Hopes for EPIC Initiative

EPIC tools and content papers will provide information useful in

producing beneficial outcomes for youth and families.

Tools and processes will be accessible and useful to the range of stakeholders engaged in the process of planning, implementing, evaluating, sustaining, and continuously improving services related to SMH.

EPEs will increase readiness and capacity to implement services promoting SMH at the county, district, and/or building level.

University-Community partnerships will contribute to the sustainable promotion of services in SMH.

Phase 5Connecting the Dots

“We need ongoing advocacy and vigilance to gain and keep seats at the table, to overcome the power of silos and to promote and sustain state and local commitment to positive change”- CEP


As Yogi Berra supposedly said,

"In theory there is no difference between theory and practice, but in practice there is."

Connecting the Dots

Access to Better Care (ABC) School-Community Partnership Initiative (state, MH/ED)

Effective Practice Integration Council (federal, MH)

Eliminating Barriers Initiative (federal, MH)

Integration of Schools and Mental Health Systems (federal/state, ED)

Ohio Integrated Systems Model for Academic & Behavior Supports [PBIS] (federal/state, ED)

Ohio’s Community Collaboration Model for School Improvement (state, ED)

Shared Agenda Initiative (state/federal, ED/MH

Transformation State Incentive Grant (federal, MH)

21st Century Community Learning Centers (federal/state, ED)


This PowerPoint presentation is available upon request

[email protected]

Documents

School Mental Health Three Years After the New Freedom Commission Report:Ohio’s Experience and Lessons Learned Carl E. Paternite Center for School-Based