organizational conditions for effective school mental health
DESCRIPTION
Organizational Conditions for Effective School Mental Health. The Top Ten List. Self-Reflection. How Concerning? How Important? Top 3 Concerns…. Research in Organizational Conditions. Implementation Science (e.g., Fixsen et al.) Getting to Outcomes (e.g., Wandersman et al.) - PowerPoint PPT PresentationTRANSCRIPT
The Top Ten List
ORGANIZATIONAL CONDITIONS FOR EFFECTIVE
SCHOOL MENTAL HEALTH
Self-Reflection
How Concerning?How Important?Top 3 Concerns…
Research in Organizational Conditions
Implementation Science (e.g., Fixsen et al.) Getting to Outcomes (e.g., Wandersman et al.) School-Wide Positive Behavior Support (e.g., Sugai et al.) Expanded School Mental Health (e.g., Weist et al.) REACh Framework (e.g., Kratochwill et al.) Knowledge Translation and Exchange (e.g., Barwick et al.)
Navigating system changeIs like behavior change with individuals – it occurs with persistent nudges
Top 10 List of Conditions
1. Commitment2. School Mental Health
Leadership Team3. Clear & Focused
Vision4. Shared Language5. Assessment of Initial
Capacity
6. Standard Processes7. PD Protocols8. School Mental Health
Strategy / Action Plan9. Broad Collaboration10. Ongoing Quality
Improvement
Self Reflection Where is your board currently,
TODAY, along each of the conditions…
Feel free to discuss, leave blank… Not handed in…
Commitment
Condition ONE
Board leaders view child and youth mental health as a priority, and communicate this through action
Board leaders commit to Tiered Support Model Help board staff to understand the rationale for
the model, emphasizing the focus in schools on mental health promotion and prevention and the need to work with community partners for help with students with significant mental health concerns
Board leaders consistently attend community liaison meetings and internal MH team meetings
Board leaders provide visible, strategic and tangible support for needed infrastructure, resources, staffing
Tiered Support in Systems of Care
Universal Evidence-BasedMental Health Promotion, Social-
Emotional Learning
Targeted Evidence-Based
Prevention
E-B ClinicalIntervention
Evidence-Based Clinical Intervention
Targeted Evidence-Based Prevention
Universal E-B Mental Health Promotion
Community
School DistrictsIm
plementation Focus
School Mental Health Leadership Team
Condit
ion TWO
Board has a multidisciplinary, multi-layered mental health leadership team
All of the right people are at the table (in terms of expertise, influence, relationships, representation)
Parent and youth voice are critical Team has meaningful liaison with community
partners Team is focused on vision-setting, leadership,
collaboration, strategy/program selection, problem-solving
Clear and Focused Vision
Conditi
on THREE
Board has shared, realistic goals Vision is aligned with AOP, BIPSA,
Strategic Directions Vision is aligned with key principles in
school mental health (e.g., preventive, linked with instruction, evidence-based, connected with partners at home and school, strong use of data)
Vision and goals are created collaboratively
Vision is the basis for decision-making
Shared Language
Condition
FOUR
The Board Vision for school mental health is communicated clearly across the organization
Foundational knowledge about student mental health is conveyed
Terms are defined consistently Where differences in language occur
(e.g., across sectors), there is translation Use of early identification tools can be
helpful for finding common ways to speak of problem areas
Assessment of Initial Capacity
Condition
FIVE
Assessment data informs the development of the board mental health strategy
Before setting priorities, an assessment of organizational strengths, needs, and resources (resource mapping) can be very helpful
This assessment includes a scan of resources, in the form of people, processes, and programs
Staff and student voice data can deepen understanding of needs
Standard Processes
Condition SIX
Board has standard processes for school mental health: Who does what (role clarification) Selection of school and classroom
evidence-based programs Delivery of training and coaching on
programs and strategies Standards and tools for monitoring
progress Partnerships with community Pathways to service
Protocols for Professional Development
Conditi
on SEVEN
Board has a systematic approach to capacity building in mental health and well-being that includes: Mental Health Awareness for
all Mental Health Literacy for
those most closely involved with students
Mental Health Expertise for those delivering specialized assessment & intervention services
High quality training protocols, delivered by an engaging expert
Job-embedded, with ongoing coaching
Tools + Training + Technical Assistance + Quality Assurance
Mental Health Strategy / Action Plan
Conditi
on EIGHT
The Board Mental Health Strategy is aligned with system goals
The Strategy is founded on evidence-based practices in school mental health
The Strategy is tailored to local context and data with respect to board needs and strengths
The Strategy is focused on measureable outcomes An implementation support plan is clearly
articulated
Broad Collaboration
Condition
NINE
The Board has several established platforms for dialogue and collaboration: Across departments and schools in the
organization With community and health agencies With universities and other research
organizations With parents With students With other boards
With government
Ongoing Quality Improvement
Condition TEN
The board has a system of ongoing quality improvement, that includes measurement:
Of program / strategy implementation
Of teacher perceptions and knowledge
Of student perceptions and knowledge
Of student outcomes
Support Your Superintendent / Director Your Board MH Team, MH Professionals SMH ASSIST team, and especially your
coach, are here to help you to establish these conditions in your board over time
THANK YOU!