1. College of Education Helping Schools Evaluate Needs and Select Best Practices in Childhood Mental Health

2. Agenda  Overview of Research  Initial Findings  Next Steps  Conclusions

3. Research to Practice Gap  There are a host of evidence-based practices to support the behavioral, social, and emotional health of children.  However, there is a huge gap between what we know works and what is actually used in practice.

4. What we know:  We have effective prevention and early school- based mental health programs available.  However, schools are inundated with innovation.  Efforts to identify and implement best practices in mental health programming and services are complicated by constantly evolving initiatives, strategies, and delivery systems.  Fewer than 30% of schools implement evidence- based programs (Ringwalt et al., 2002).

5. Bridging the Gap  School districts would benefit from guidelines for identifying areas of need, best practices, and a criteria for selecting the best programs.  Researchers would benefit from understanding the complexities of adoption and implementation of programs in schools.

6. Goals of this Research  Identify areas of need for training & MH programs  Identify barriers to implementation of MH programs  Understand how schools adopt programs and what factors influence this adoption  Work with schools toward developing a web-based tool to support schools in adopting effective practices, monitoring fidelity of implementation, and evaluate outcomes.

7. Step 1: Survey  Purpose:  Identify most challenging MH problems  Identify training needs  Identify perceived intervention needs  Identify barriers to implementation  Assess knowledge of Evidence-based Practices/Interventions  Participants  5 Districts  27 schools  388 school personnel  Grades PreK-5

8. Most Concerning MH Issues 1. Behavior Issues (Defiance, Disruptive Behavior, Aggression) 2. Inattention & Hyperactivity 3. Family Issues 4. Depression 5. Bullying

9. Top Training Needs Two-thirds of participants did not think they had the knowledge or skills necessary to help with students’ mental health issues. 1) Strategies for dealing with behavior problems and implementing behavior intervention plans 2) Classroom management 3) Recognizing students’ mental health problems and knowing how to help 4) Increasing multicultural knowledge for working with diverse students 5) Engaging and working with families

10. Perceived “Cracks” & Barriers 1. Lack of adequate parent support programs 2. Lack of prevention programs for students with externalizing behavior problems 3. Lack of prevention programs for students with internalizing behavior problems 1. Lack of MH professional in schools 2. Difficulty obtaining parental consent/support 3. Lack of training in dealing with MH issues of students 4. Lack of funding for school-based mental health services Cracks in ServicesBarriers to Providing Services

11. Implementing Effective Practices 89% of participants felt that schools should address the mental health needs of children.  When school personnel were asked about selecting and implementing appropriate interventions:  Only 27% reported they had adequate knowledge or training  Only 28% reported having adequate resources

12. Evidence-based Programs Research to Practice Gap: 77% of participants reported that they have not heard of the term “evidence- based”  Effective practices and programs are called “evidence-based”, meaning they have been empirically evaluated and proven effective for obtaining the desired outcomes for children, schools and families.  When provided a list of evidence- based programs between 79-91% of participants had never heard of the program.

13. Resources If you would like your district to participate in the survey: Fill out the form provided Or Contact Wendy Reinke via email reinkew@missouri.edu  Each participating district will receive individualized feedback and a tailored resource guide.  Additionally, the districts can request additional consultation.  Resources to Identify Evidence-based Interventions:  What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/  Office of Juvenile Justice and Delinquency Prevention’s Model Program Guide: http://www2.dsgonline.com/mpg/search.aspx  Blueprint’s for Violence Prevention: http://www.colorado.edu/cspv/infohouse/databases.html

14. Next Steps  Conduct focus groups with key personnel involved in selection of school-based interventions  Use the information to develop a web-based tool that will guide schools in assessing needs, making effective choices, and evaluating outcomes Focus Groups Help Schools Identify Effective Practices

15. Getting Involved  Opportunities to Participate:  Survey  Focus Groups  Complete the form provided and return today.  Email Reinkew@missouri.edu Provide Questions you think need answered about adoption of MH interventions in schools.

16. Conclusion  The major emotional and behavior problems of childhood are both:  Burdensome and  PREVENTABLE!!!  Reducing the population prevalence will require:  Widespread adoption and use of practices known to inoculate children against these conditions that are: User- and system-friendly Alter environments and systems  Competent personnel to disseminate these practices  Effective policies that support these practices and personnel The Big Ideas

17. More Info Webpage & Contact Info  Missouri Prevention Center  http://education.missouri.edu/orgs/prevention/  prevention@missouri.edu  Wendy Reinke  reinkew@missouri.edu  Keith Herman  hermanke@missouri.edu  Melissa Stormont  stsormontm@missouri.edu