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Kang-Yi CD, Kuriyan A, Kinkler G, Pisciella AE, Williams T, Wolk CB. Generating Actionable Evidence for School-Based Mental Health Service Delivery: Public-Academic Partnership Based Evaluations. Community Ment Health J 2023; 59:1588-1600. [PMID: 37289384 DOI: 10.1007/s10597-023-01147-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 05/19/2023] [Indexed: 06/09/2023]
Abstract
Public-academic partnership-based program evaluations can generate actionable evidence for policymaking, program design and implementation in improving school-based mental health service delivery. The University of Pennsylvania Center for Mental Health and public behavioral health care agencies in Philadelphia in the United States have evaluated Philadelphia's school mental health programs reimbursable through Medicaid billing since 2008. The variety of evaluations include (1) examining acute mental health service use of children receiving school-based mental health care and Medicaid expenditure, (2) examining children's externalizing and internalizing behaviors to measure school mental health providers' performance, and (3) examining effects of different types of school mental health programs on children's behavioral health functioning, school outcomes, and other out-of-school service use. This paper reports key findings of these evaluations, discusses how programs have been refined based on evaluation results, and shares lessons learned for successful public-academic partnership-based evaluations to promote use of actionable evidence.
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Affiliation(s)
- Christina D Kang-Yi
- Department of Psychiatric Rehabilitation and Counseling Professions, School of Health Professions, Rutgers Biomedical and Health Sciences, NJ, USA.
| | - Aparajita Kuriyan
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, PA, USA
| | - Grace Kinkler
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, PA, USA
| | | | - Tamra Williams
- Department of Health and Human Services, Pennsylvania Montgomery County, PA, USA
| | - Courtney Benjamin Wolk
- Center for Mental Health, University of Pennsylvania Perelman School of Medicine, PA, USA
- The Leonard Davis Institute of Health Economics, University of Pennsylvania, PA, USA
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Preyde M, DiCroce M, Parekh S, Heintzman J. Exploring screening for borderline personality disorder in pediatric inpatients with psychiatric Illness. Psychiatry Res 2022; 309:114397. [PMID: 35074643 DOI: 10.1016/j.psychres.2022.114397] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Revised: 01/10/2022] [Accepted: 01/14/2022] [Indexed: 11/16/2022]
Abstract
Borderline Personality Disorder (BPD) is a severe psychiatric illness associated with poor personal and interpersonal functioning. Screening for BPD in adolescents and provision of specialized treatment may improve life circumstances in vocations and relationships. The purpose of this study was to determine the number of pediatric inpatients who would screen positive for BPD with a self-rating measure, and to compare their personal and interpersonal characteristics with youth who did not screen positive. A survey with self-report measures was administered to patients to screen for BPD. The mean age of the sample was 15 years and 71% identified as female gender. Of 109 patients 72 (66%) screened positive for BPD while only eight (7%) patients were diagnosed by psychiatrists with BPD or features of BPD. There were no statistically significant differences between those who scored positive versus negative for BPD in age, gender, or avoidant anxiety. There were statistically significant differences in anxious attachment, distress, clinical symptoms, problematic use of electronic devices, considered suicide, past trauma and prior suspensions from school. This exploration in pediatric inpatients suggests that many of these patients may be at risk for a diagnosis of BPD later in life and may benefit from early identification and specialized intervention.
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Affiliation(s)
- Michèle Preyde
- College of Social and Applied Human Sciences, Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, ON, Canada.
| | - Marco DiCroce
- College of Social and Applied Human Sciences, Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, ON, Canada
| | - Shrenik Parekh
- Grand River Hospital, 835 King Street West, Kitchener, Ontario, Canada
| | - John Heintzman
- Grand River Hospital, 835 King Street West, Kitchener, Ontario, Canada
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Zolopa C, Burack JA, O’Connor RM, Corran C, Lai J, Bomfim E, DeGrace S, Dumont J, Larney S, Wendt DC. Changes in Youth Mental Health, Psychological Wellbeing, and Substance Use During the COVID-19 Pandemic: A Rapid Review. ADOLESCENT RESEARCH REVIEW 2022; 7:161-177. [PMID: 35252542 PMCID: PMC8881192 DOI: 10.1007/s40894-022-00185-6] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2022] [Accepted: 02/11/2022] [Indexed: 05/09/2023]
Abstract
UNLABELLED Since the onset of the COVID-19 pandemic, researchers around the world have made efforts to assess its impact on youth mental health; however, the breadth of this topic has impeded a clear assessment of pandemic outcomes. This study aimed to address this gap by reviewing changes in youth (age ≤ 25) mental health, psychological wellbeing, substance use, and the use or delivery of relevant services during the pandemic. PubMed and Embase were searched in May 2021 to conduct a rapid review of the literature. The results encompass 156 primary publications and are reported using a narrative synthesis. Studies of mental health (n = 122) and psychological wellbeing (n = 28) generally indicated poor outcomes in many settings. Publications regarding substance use (n = 41) noted overall declines or unchanged patterns. Studies of service delivery (n = 12) indicated a generally positive reception for helplines and telehealth, although some youth experienced difficulties accessing services. The findings indicate negative impacts of the pandemic on youth mental health, with mixed results for substance use. Services must support marginalized youth who lack access to telehealth. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40894-022-00185-6.
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Affiliation(s)
- Camille Zolopa
- Centre de Recherche du Centre Hospitalier de l’Université de Montréal (CR-CHUM), 900 rue Saint-Denis, porte R6-432, Montreal, QC H2X 0A9 Canada
| | - Jacob A. Burack
- Department of Educational & Counselling Psychology, McGill University, 845 rue Sherbrooke O, Montreal, QC H3A 0G4 Canada
| | - Roisin M. O’Connor
- Department of Psychology, Concordia University, 7141 Sherbrooke St. West, Montreal, QC H4B 1R6 Canada
| | - Charlotte Corran
- Department of Psychology, Concordia University, 7141 Sherbrooke St. West, Montreal, QC H4B 1R6 Canada
| | - Jessica Lai
- Department of Educational & Counselling Psychology, McGill University, 845 rue Sherbrooke O, Montreal, QC H3A 0G4 Canada
| | - Emiliana Bomfim
- Department of Educational & Counselling Psychology, McGill University, 845 rue Sherbrooke O, Montreal, QC H3A 0G4 Canada
| | - Sarah DeGrace
- Department of Psychiatry, QEII Health Sciences Centre, Dalhousie University, 5909 Veterans’ Memorial Lane, 8th Floor, Abbie J. Lane Memorial Building, Halifax, NS B3H 2E2 Canada
| | - Julianne Dumont
- Department of Psychology, Concordia University, 7141 Sherbrooke St. West, Montreal, QC H4B 1R6 Canada
| | - Sarah Larney
- Centre de Recherche du Centre Hospitalier de l’Université de Montréal (CR-CHUM), 900 rue Saint-Denis, porte R6-432, Montreal, QC H2X 0A9 Canada
- Department of Family Medicine and Emergency Medicine, Université de Montréal, 2900 boulevard d’Edouard Montpetit, Montreal, QC H3T 1J4 Canada
| | - Dennis C. Wendt
- Department of Educational & Counselling Psychology, McGill University, 845 rue Sherbrooke O, Montreal, QC H3A 0G4 Canada
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Schaffer GE, Power EM, Fisk AK, Trolian TL. Beyond the four walls: The evolution of school psychological services during the COVID-19 outbreak. PSYCHOLOGY IN THE SCHOOLS 2021; 58:1246-1265. [PMID: 34149103 PMCID: PMC8206836 DOI: 10.1002/pits.22543] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Accepted: 04/15/2021] [Indexed: 12/31/2022]
Abstract
The emergence of the novel coronavirus disease (COVID-19) in early 2020 led to the sudden temporary closure of K-12 schools across the United States. Schools were tasked with providing remote instruction to students, and many of these children continued to require mental and behavioral health services provided by school psychologists. In this study, 675 school psychologists were surveyed across the United States to examine how their roles and responsibilities changed as a result of COVID-19. Participants reported the perceived impact of COVID-19 on students' mental health and difficulty serving students and families, as well as their concerns and recommendations pertaining to school reentry. Overall, respondents in this study reported that their roles and responsibilities notably changed because of COVID-19. Participants noted their belief that children and educators will need increased mental health support upon returning to school. Implications for future practice and research are discussed.
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Affiliation(s)
- Gary E. Schaffer
- Department of School Psychology and CounselingNiagara UniversityNiagaraNew YorkUSA
| | - Elizebeth M. Power
- Department of Educational and School PsychologyThe College of Saint RoseAlbanyNew YorkUSA
| | - Amy K. Fisk
- Department/Office of AccessibilitySUNY GeneseoGeneseoNew YorkUSA
| | - Teniell L. Trolian
- Department of Educational Policy and LeadershipSUNY AlbanyAlbanyNew YorkUSA
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Kuriyan A, Kinkler G, Cidav Z, Kang-Yi C, Eiraldi R, Salas E, Wolk CB. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) to Improve Collaboration in School Mental Health: Protocol for a Mixed Methods Hybrid Effectiveness-Implementation Study. JMIR Res Protoc 2021; 10:e26567. [PMID: 33555258 PMCID: PMC7899798 DOI: 10.2196/26567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2020] [Accepted: 01/04/2021] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Public schools in the United States are the main providers of mental health services to children but are often ill equipped to provide quality mental health care, especially in low-income urban communities. Schools often rely on partnerships with community organizations to provide mental health services to students. However, collaboration and communication challenges often hinder implementation of evidence-based mental health strategies. Interventions informed by team science, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), have the potential to improve treatment implementation and collaboration within schools. OBJECTIVE The objective of this study is to improve communication and collaboration strategies among mental health and school staff by adapting an evidence-based team science intervention for school settings. We present a protocol for a hybrid effectiveness-implementation study to adapt TeamSTEPPS using stakeholder feedback, develop a tailored implementation plan, and pilot the adapted content in eight schools. METHODS Study participants will be recruited from public and charter schools and agencies overseeing school mental health services in the local metro area. We will characterize current services by conducting a needs assessment including stakeholder interviews, observations, and review of administrative data. Thereafter, we will establish an advisory board to understand challenges and develop possible solutions to guide additional TeamSTEPPS adaptations along with a complementary implementation plan. In aim 3, we will implement the adapted TeamSTEPPS plus tailored implementation strategies in eight schools using a pre-post design. The primary outcome measures include the feasibility and acceptability of the adapted TeamSTEPPS. In addition, self-report measures of interprofessional collaboration and teamwork will be collected from 80 participating mental health and school personnel. School observations will be conducted prior to and at three time points following the intervention along with stakeholder interviews. The analysis plan includes qualitative, quantitative, and mixed methods analysis of feasibility and acceptability, school observations, stakeholder interviews, and administrative data of behavioral health and school outcomes for students receiving mental health services. RESULTS Recruitment for the study has begun. Goals for aim 1 are expected to be completed in Spring 2021. CONCLUSIONS This study utilizes team science to improve interprofessional collaboration among school and mental health staff and contributes broadly to the team science literature by developing and specifying implementation strategies to promote sustainability. Results from this study will provide knowledge about whether interventions to improve school culture and climate can ready both mental health and school systems for implementation of evidence-based mental health practices. TRIAL REGISTRATION ClinicalTrials.gov NCT04440228; https://clinicaltrials.gov/ct2/show/NCT04440228. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) DERR1-10.2196/26567.
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Affiliation(s)
- Aparajita Kuriyan
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Grace Kinkler
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
| | - Zuleyha Cidav
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
- Leonard Davis Institute for Health Economics, University of Pennsylvania, Philadelphia, PA, United States
| | - Christina Kang-Yi
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
- Leonard Davis Institute for Health Economics, University of Pennsylvania, Philadelphia, PA, United States
| | - Ricardo Eiraldi
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
- Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Eduardo Salas
- Department of Psychological Sciences, Rice University, Houston, TX, United States
| | - Courtney Benjamin Wolk
- Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, United States
- Leonard Davis Institute for Health Economics, University of Pennsylvania, Philadelphia, PA, United States
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Levels of problem behaviours and risk and protective factors In suspended and non-suspended students. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2019. [DOI: 10.1017/edp.2019.4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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