An Exploration Into the Internal Dynamics of a School‐Based Mental Health Collaboration

Abstract

Schools are moving toward a human service approach that encompasses the physical and mental needs of its students on top of the traditional role of educating. School-based collaboratives are one delivery model that satisfies this expanding role. Lacking in the research on this emerging setting, particularly in the realm of mental health, is information that gives insight into the interactions that occur between collaborative partners who may have opposing aims. This study explores 2 outcome measures, timeliness of implementation of the treatment plan and parental satisfaction with the treatment plan and the influence of the professional view of collaborative partners on these outcomes. Archival data were collected from patient charts on 101 Hispanic students, 73.3% of who were male and the sample mean age was 11.3 years. These data were analyzed using multiple regression techniques. Results revealed that time to implementation was impacted by the diagnosis alignment of participating partners, a proxy for professional view, as was parental satisfaction. Satisfaction was not influenced by timeliness, indicating alternative outcome desires.

Challenges to Collaboration in School Mental Health and Strategies for Overcoming Them

“…Collaboration underpins the success of SMH programs, as in other school health programs and services 14 . In the context of significant pressures to improve academic outcomes, growing social problems, and decreasing resources, 1 professionals are increasingly collaborating to provide school‐based and holistic interventions that support student learning and promote healthy development 10 . Despite the promise of collaboration to address nonacademic barriers to learning, challenges to collaboration between school‐ and community‐employed professionals involved in SMH can affect its success.…”

“…In an environment of overwhelming social problems, decreasing resources, and substantial demands for accountability, 9 many schools are partnering with communities to deliver school‐based and holistic interventions that promote learning and healthy youth development 10 . The advancement of health and mental health programs in schools over the past 2 decades has resulted in a variety of mechanisms to facilitate learning and healthy youth development; the Coordinated School Health Model and school‐based health centers (SBHCs) represent 2 of the approaches schools have embraced to meet the health and mental health needs of students in both general and special education 11 .…”

“…communities to deliver school-based and holistic interventions that promote learning and healthy youth development. 10 The advancement of health and mental health programs in schools over the past 2 decades has resulted in a variety of mechanisms to facilitate learning and healthy youth development; the Coordinated School Health Model and school-based health centers (SBHCs) represent 2 of the approaches schools have embraced to meet the health and mental health needs of students in both general and special education. 11 SMH services, which include the delivery of prevention, assessment, early intervention, and treatment services by diverse groups of school-and community-employed professionals, are a critical component of many school-based health programs such as SBHCs.…”

Back to School: Recommendations to Assist Mentally Ill, Post‐Incarcerated Youth Return to School

“…To assist post‐incarcerated youth who have mental illnesses transition back to the school setting, school counselors should collaborate with the service providers in the juvenile justice setting. Diagnostic alignment between mental health counselors has been identified as an important factor in the implementation of mental health services 12 . To ensure diagnostic alignment, school counselors should do the following: (1) review the assessment and discharge information from the juvenile justice facility, (2) formulate additional treatment needs and make referrals when appropriate, (3) continue the provision of individual counseling, and (4) assess for substance abusing behaviors and make needed referrals.…”

Medication Management in Primary and Secondary Schools: Evaluation of Mental Health Related In-Service Education in Local Schools

“…School administrators often view mental and physical health care provided in primary and secondary schools as a drain on funds that diverts resources away from the primary goal of schools, which is to educate. However, according to a recent study, state and federal education directives have overridden the concerns of some educators, forcing them into a more human-service oriented approach (Kury & Kury, 2006). This study explored the internal dynamics of a collaborative mental health initiative involving a school district and a community health center in the southwest United States.…”