A randomized controlled trial on the interconnected systems framework for school mental health and PBIS: Focus on proximal variables and school discipline

Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.

“…The present study was funded by an Early Career Research Award from the Society for the Study of S chool Psychology as a substudy of a federally funded randomized controlled trial (RCT; Award No. 2015-CK-BX-0018) of the Interconnected Systems Framework (Weist et al, 2022) and conducted according to procedures approved by the first author’s institutional review board. The RCT was the first experimental test of the effects of the Interconnected Systems Framework on school safety, discipline, and student mental health well-being.…”

Using readiness to understand implementation challenges in school mental health research

“…Given that many schools/districts may be unprepared for the significant work and systems change required to achieve outcomes such as those demonstrated in the above‐mentioned RCT, investigation into the organizational readiness of schools implementing the ISF can help us understand barriers to successful implementation and recommend strategies for providing more effective support to interested schools. Although this RCT yielded a number of positive findings (see Weist et al, 2021), impacts of the ISF were likely constrained by a number of challenges that could have been addressed through systematic connection to themes related to readiness.…”

“…Funded by the National Institute of Justice (Interconnecting School Mental Health [SMH] and Positive Behavioral Interventions and Supports [PBISs]: A randomized trial, #2105‐CK‐BX‐0018, 2016–2020), a randomized controlled trial (RCT) was conducted on the ISF as compared with schools implementing PBISs (see http://www.pbis.org) alone or schools implementing PBIS with additional clinicians from the mental health system without specific guidance on school integration as in the ISF. Results of this first RCT on the ISF are promising, with ISF schools showing improved identification of students in need of more intensive intervention, more interventions delivered to these students, reduced school discipline, and enhanced intervention receipt and reduced school discipline for youth of color, relative to the two comparison conditions (Weist et al, 2021).…”

“…Although results of the RCT are promising with positive effects on several proximal and distal outcomes (Weist et al, 2021), the implementation demands to achieve these outcomes are significant and fraught with multiple complex and daunting challenges. Mounting evidence suggests a myriad of substantial barriers to implementing and sustaining school‐based health and mental health interventions during and after externally funded research periods (Herlitz et al, 2020).…”

Pelatihan Kader Sekolah Sehat Jiwa (SEHATI) dalam Deteksi Dini Kesehatan Jiwa di SMA

“…Sekolah ibarat sebuah keluarga dimana para guru berperan sebagai orangtua yang selalu siap untuk mengasuh dan melindungi anak-anak dari pengaruh buruk eksternal dengan sebaik mungkin (English, 2020;Schock & Jeon, 2023). Sekolah juga merupakan tempat yang vital untuk memperoleh pelajaran hidup dan pengetahuan yang bijaksana tetapi juga tempat untuk mendapatkan kedisplinan, tata krama, dan keterampilan (Behzadkolaee et al, 2015;Breetzke et al, 2021;Weist et al, 2022). Sekolah sebagai tempat yang vital dan rumah kedua maka harus memberikan kenyamanan sehingga siswa berada dalam situasi pembelajaran yang aman dan nyaman sehingga siswa juga dapat mengendalikan emosi negatif dalam diri siswa dengan tujuan menghindari gangguan mental pada siswa (Colizzi et al, 2020;Pedrelli et al, 2015;Rezapour et al, 2022;Tindall et al, 2021).…”