Community and School Mental Health Professionals’ Knowledge and Use of Evidence Based Substance Use Prevention Programs

Abstract

Youth with learning and behavioral problems are at elevated risk for substance use during adolescence. Although evidence-based substance use prevention and screening practices are described in the literature, the extent with which these are provided to these youth is unclear. Mental health professionals in schools and community mental health centers are in an ideal position to conduct substance use screening and prevention practices since they have frequent contact with this high risk group. In order to determine whether these mental health professionals were using evidence based substance use screening and prevention programs with these youth, we analyzed 345 completed surveys from mental health professionals in schools and community clinics throughout a mid-Atlantic state. Results indicated that a large portion of the respondents were unfamiliar with evidence based practices and they were infrequently used. Implications for the division of labor at schools and community mental health centers are discussed in relation to time allotment and priority for these procedures.

Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

“…Indeed, these gaps may partially explain the limited use of EBPs by school mental health (SMH) providers (Evans, Koch, Brady, Meszaros, & Sadler, 2013; Kelly et al, 2010) as well as the wide variability in the dose and/or integrity with which the EBPs are implemented (Durlak & Dupre, 2008). To address these types of concerns, the field of implementation science (IS) has emerged.…”

Advances and Challenges in School-Based Intervention for Anxious and Depressed Youth: Identifying and Addressing Issues of Sustainability

“…Unfortunately, the majority of affected youth never access treatment (Merikangas et al, 2011; Essau, 2005). Of the minority who do, most receive services at school (Merikangas et al, 2011; Rones & Hoagwood, 2000), yet few school-based mental health services are evidence-based (Evans, Koch, Brady, Meszaros, & Sadler, in press; Kelly et al, 2010). …”

School Mental Health Resources and Adolescent Mental Health Service Use

“…19 Unfortunately, recent studies indicate that many school mental health professionals spend large proportions of time on administrative tasks, reducing their ability to directly address student emotional and behavioral needs, particularly through prevention and early intervention. 36, 37 Second, students with SED as well as behavior and substance disorders are more likely to access services when their schools are located in urban, as compared to rural, settings. This finding is consistent with prior studies 35,38 and may reflect limited access to community-based providers or greater stigma associated with mental health service use in rural settings.…”