Effective School Teams: Benefits, Barriers, and Best Practices

Markle, Robert S.; Splett, Joni W.; Maras, Melissa A.; Weston, Karen J.

doi:10.1007/978-1-4614-7624-5_5

Cited by 24 publications

(29 citation statements)

References 45 publications

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“…In poorer school districts, mental health teams often are staffed by school district and/or community mental health agency employees (Markle et al, 2014). Because of teacher shortages and accountability systems, such as Race to the Top (U.S. Department of Education, 2009), which exerts pressure on poor districts to improve academic performance, under-resourced schools are often forced to assign teaching duties to non-teaching staff, such as school counselors and social workers (Fiscella & Kitzman, 2009).…”

Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

“…Well delineated roles for team members may facilitate training, supervision, and quality improvement efforts (Baker, Salas, King, Battles, & Barach, 2005). Involvement of school and agency administrators in staff allocation is the key because the essential role of administrators is to provide time, resources, feedback, and support to interdisciplinary teams (Markle et al, 2014). .…”

Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

“…However, challenges in the school setting include the need to find someone who fills the clinical “supervisor” role. Promoting cohesion and strong bonds between team members would increase commitment to fulfilling team goals and lead to a more effective team, which also should contribute to increased satisfaction among team members and reduce turnover (Markle et al, 2014). Additionally, identification of factors that predict turnover can lead to interventions that reduce turnover based on these mutable factors.…”

Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

“…Under-resourced schools often utilize mental health teams comprising both school district and community mental health agency employees (Markle, Splett, Maras, & Weston, 2014). The use of multiple providers from different organizational contexts may lead to a fragmented system of care where goals may not be in alignment, and it is unclear who is responsible for presenting problems that traverse both academic and behavioral domains.…”

mentioning

confidence: 99%

“…At the individual-level, individuals deliver the interventions that impact quality of intervention implementation in schools (e.g., demographics and attitudes; Domitrovich et al, 2008). We propose that in under-resourced school contexts, or in any schools that utilize a model where behavioral health providers are contracted to provide services in the school setting, there should be a fourth level, a school mental health team level (Markle et al, 2014). Factors related to school mental health teams might include staff allocation, expertise and turnover, the particular needs and priorities of team members, and overall functioning of the team system.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools

Eiraldi

Wolk

Locke

et al. 2015

Advances in School Mental Health Promotion

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Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers to implementation of evidence-based practices (EBPs) in under-resourced school districts, less has been written on how to overcome those barriers. Providing mental health services in the school setting presents a tremendous opportunity to increase access to quality mental health care for underserved youth. This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. The discussion is organized around an established conceptual framework adapted for the delivery of services in under-resourced schools that focuses on interdependent factors that exist at the individual-, team, school-, and macro-levels. This manuscript explores some recommendations and strategies for effectively addressing challenges related to implementation of EBPs. Research ideas are offered to bridge the research-to-practice gap that impacts many under-resourced public school districts.

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Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

Section: Barriers and Recommendations For Ebp Implementation In Schoolsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools

Eiraldi

Wolk

Locke

et al. 2015

Advances in School Mental Health Promotion

View full text Add to dashboard Cite

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Implementation of a national mental health intervention in educational communities: What do successful teams do differently?

Leiva

Zavala-Villalón

Antivilo-Bruna

et al. 2020

Journal Community Psychology

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This study aimed to identify the elements that characterize local teams which implement a nationwide preventive mental health intervention in schools and achieve better results. A mixed-methods sequential explanatory design was conducted in two phases: (a) teams were characterized according to their level of achievement in the preventive intervention through latent class analysis; and (b) case studies of three teams with different implementation results were conducted by performing content analysis on interviews, observations, and documents. It was established that the more effective teams have better planning, the more they are familiar with the intervention, and more aware of their strengths and weaknesses. This team also implement culturally pertinent actions aimed at increasing knowledge about the intervention, which causes schools to experience it as part of their community, since they include the intervention in their regular dynamics. Lastly, the importance and relevance of these elements when working in educational communities is discussed.

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The Critical Role of School Psychology in the School Mental Health Movement

Splett

Fowler

Weist

et al. 2013

Psychology in the Schools

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School mental health (SMH) programs are gaining momentum and, when done well, are associated with improved academic and social-emotional outcomes. Professionals from several education and mental health disciplines have sound training and experiences needed to play a critical role in delivering quality SMH services. School psychologists, specifically, are in a key position to advance SMH programs and services. Studies have documented that school psychologists desire more prominent roles in the growth and improvement of SMH, and current practice models from national organizations encourage such enhanced involvement. This article identifies the roles of school psychologists across a three-tiered continuum of SMH practice and offers an analysis of current training and professional development opportunities aimed at such role enhancement. We provide a justification for the role of school psychologists in SMH, describe a framework for school psychologists in the SMH delivery system, discuss barriers to and enablers of this role for school psychologists, and conclude with recommendations for training and policy. C 2013 Wiley Periodicals, Inc.

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Effective School Teams: Benefits, Barriers, and Best Practices

Cited by 24 publications

References 45 publications

Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools

Clearing hurdles: the challenges of implementation of mental health evidence-based practices in under-resourced schools

Implementation of a national mental health intervention in educational communities: What do successful teams do differently?

The Critical Role of School Psychology in the School Mental Health Movement

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