National TA Webinar Series Making the Case for Evaluation of School Mental Health Programming: Strengthening Partnerships for Positive Outcomes Thurs., October 21, :00 - 2:30 PM E.D.T

Joyce Sebian, M.S.Ed. Senior Policy Associate, National TA Center for Children's Mental Health Georgetown University Center for Child and Human Development Washington, DC Denise Wheatley Rowe MSW Services Manager-Expanded School Mental Health Baltimore Mental Health Systems, Inc Wunmi Fadiora, MS CHES Expanded School Based Program Coordinator Hope Health Systems, Inc. Woodlawn, MD Moderator: Joan Dodge Ph.D. Senior Policy Associate, National TA Center for Children's Mental Health Georgetown University Center for Child and Human Development Washington, DC Presenters Bruno Anthony, Ph.D. Director of Research and Evaluation, Georgetown University Center for Child and Human Development Washington, DC

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Purpose of the Session The webinar will explore the following: Role of school-based evaluation and it's impact in addressing barriers to learning Integration efforts between school mental health services and the local community Partnerships that support school mental health both within school setting and in the wider community

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Business Items Data Matters- an Interactive Electronic Newsletter that highlights the importance of data, spreads the word about evaluation strategies and outcomes, and keeps readers up to date on the latest in the field. Evaluation – please complete the evaluation. We value your feedback and use it for quality improvement.

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Outline Welcome and Overview Joyce Sebian MS Ed. Lessons learned from the BESMH program evaluation- Bruno Anthony Ph.D. (Evaluator Perspective) Importance of SMH evaluation in engaging partners and moving to sustainability- (community perspective) Denise Wheatley-Rowe Importance of SMH evaluation- the participatory process- (a community mental health provider perspective) Wunmi Fadiora MS CHES Facilitated Discussion - Q&A Joan Dodge, Ph.D. Wrap-up

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Beyond “One child at a time” Need for a public health approach- think environments as well as services. Consider Factors contributing to the “public’s health” Children’s health is influenced by multiple systems and sectors Families must be supported in order to support their children Population approach with promotion and prevention component Prevention is NOT a single intervention Interventions must be evidence-based Integrated prevention is based in both the community and the health system Payment reform is critical

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Mental Health and Educational Outcomes are linked Mental, emotional and behavioral (MEB) disorders among young people, as well as the development of positive health, should be considered –in the framework of the individual and contextual characteristics that shape their lives, –as well as the risk and protective factors that are expressed in those contexts. vioral%20Disorderswww.iom.edu/.../Preventing%20Mental%20Emotional%20and%20Beha vioral%20Disorders., page 71.

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY The World Health Organization (WHO) defines “healthy public policy” as “characterized by an explicit concern for health and equity in all areas of policy and by accountability for health impact. The main aim of healthy public policy is to create a supportive environment to enable people to lead healthy lives. Such a policy makes health choices possible or easier for citizens. It makes social and physical environments health-enhancing.” World Health Organization (1998) Health Promotion Glossary. How are schools and c ommunity partners working to align policies to enhance the mental health/health of all children? Downloaded from from hp_glossary_en.pdf Healthy Public Policy

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Adapted from: Joyce Sebian NTACCMH at Georgetown University and Sandy Keenan EDC for the Federal National Partnership SAMHSA, School Climate can be a Risk Factor: Academic Frustration Chaotic Transitions Negative Relationships with Adults and Peers Teasing and Bullying Segregation with Antisocial Peers School-driven Mobility Suspension, Drop-out, Expulsion Out of school time safety concerns Family and neighborhood risk factors

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY According to CDC; A growing body of research indicates that students who feel connected to their school are more likely to engage in healthy behaviors and succeed academically.” ( School connectedness is one of the most important factors shaping the lives of children and youth. School climate is the environment in schools and the connectedness with other out of school and home relationships that create the framework that influences individual, educational, health and life School Connectedness

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Economic gains are linked to reductions in dropout rates. Students who drop out of high school are 1.6 times more likely to be unemployed than high school graduates who are not enrolled in college. U.S. Bureau of Labor Statistics. (2006). The rates of absenteeism and tardiness are much higher for students with mental health needs. Gall, G., Pagano, M. E., Desmond, M. S., Perrin, J. M., & Murphy, J. M. (2000). Utility of psychosocial screening at a school-based health center. Journal of School Health, 70, School Mental Health and National Goals

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Only 8% of youth receiving mental health services through systems of care for 12 months had repeated a grade, compared to nearly twice as many American students in the general public (15% ). National Association of School Psychologists. (2003). Position statement on student grade retention and social promotion. Bethesda, MD. The average annual cost of a student repeating a grade in public education is $9, U.S. Department of Education, National Center for Education Statistics (NCES). (2008): Revenues and expenditures for public elementary and secondary education. ?referrer=report ?referrer=report School Mental Health and National Goals

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY This difference translates to a cost savings of $4,544,412 for 7,092 youth aged 14–18 years who entered systems of care while enrolled in school. Substance Abuse and Mental Health Services Administration (SAMHSA), 2009 short report, “Working Together to Help Youth Thrive in Schools and Communities”. This short report describes school and clinical outcomes for youth aged 14–18 who received services in systems of care. School Mental Health and National Goals

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Implications for the Children’s Mental and Overall Health Awareness –Mental health is essential to overall health –Reduce stigma Surveillance/Monitoring –Enhance surveillance systems to include mental health and addiction disorders Prevention & Health Promotion –Prevention across the lifespan –Incorporate mental health across programs Building Partnerships – Schools are an essential partner- natural setting for health interventions. Mental health supports academic and educational success

© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY Expanded School Mental Health Expanded school mental health (ESMH) looks beyond traditional therapeutic approaches to working with youth and recognizes the need for many different disciplines to collaborate in promoting mental health. Strong emphasis on prevention programming, positive youth development programming, comprehensive medical/wellness programming, classroom- and school-wide health-promotion and climate-enhancement initiatives, and so forth. df