Frontline Report

White, Henry; Langman, Nancy; Henderson, Sarah

doi:10.1176/ps.2006.57.8.1211

Cited by 7 publications

(16 citation statements)

References 0 publications

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“…In a survey of school staff, only 16% claimed to have a formal transition process in place (Marraccini et al, 2019). However, when schools implemented informal methods to aid reintegration postdischarge, including check-ins with staff (Center for Mental Health in Schools at UCLA [CMHS], 2014; Tisdale, 2014;Tougas et al, 2019) and/or a slower school transition (Clemens et al, 2011;Marraccini et al, 2019;Preyde et al, 2017;White et al, 2006;White et al, 2017), students had improved outcomes. Thus, even the adoption of simple measures and methods can be helpful.…”

Section: School Personnel Perspectivementioning

confidence: 99%

“…Students spend less time out of school once discharged from the hospital (Clemens et al, 2011;White et al, 2017), which further limits the amount of time for communication between stakeholders (CMHS, 2014;Savina et al, 2014;Simon & Savina, 2010) and reduces the ability to develop, implement, and transition individualized supports (White et al, 2017;Clemens et al, 2011). Finally, the need for more outpatient mental health supports was noted (Tisdale, 2014;White et al, 2006). When a student meets discharge criteria, arranging ongoing outpatient mental health services is often difficult.…”

Section: Hospital Barriersmentioning

confidence: 99%

“…Rather, outcomes suggest that focusing on what is needed for the transitioning youth and then identifying the best fit within the school may be the best option. Individuals most often fulfilling the school point person role include school psychologists (Marraccini et al, 2019;Savina et al, 2014;Tisdale, 2014), followed by social workers (Savina et al, 2014;Tisdale, 2014;White et al, 2006), school counselors (Savina et al, 2014;Tisdale, 2014), district-wide clinical coordinators (Savina et al, 2014), the youth's special education teacher (Simon & Savina, 2010), school nurses (Tisdale, 2014), and adjustment counselors (Tisdale, 2014). Regardless of who fills the school point person position, a common theme across articles was the importance of identifying someone who could actively and effectively communicate student and school staff needs and collaborate with the hospital point person/staff.…”

Section: School Point Personmentioning

confidence: 99%

“…Despite wanting to support transitioning students, schools are often limited in resources when it comes to training (Marks et al, 1987;Savina et al, 2014;Tisdale, 2014;Weiss et al, 2015;White et al, 2017). When school staff receive structured training in transitioning students after acute psychiatric hospitalizations and training in creating a supportive school culture, schools improve in their ability to provide systematic supports and coordinated resources (White et al, 2006).…”

Section: Overall Staff Trainingmentioning

confidence: 99%

“…Providing programs and resources to students and their families creates positive transition outcomes (Marks, 1987;Tisdale, 2014;Tougas et al, 2019;Weiss et al, 2015;White et al, 2006). Families feel ill prepared to be responsible in assisting school transitions.…”

Section: Family Supportmentioning

confidence: 99%

See 4 more Smart Citations

Supportive Transition Planning for Adolescents Transitioning From Psychiatric Hospitalization to School: A Systematic Literature Review and Framework of Practices

Midura¹,

Fodstad²,

White³

et al. 2023

CiE

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School-aged youth with behavioral health needs often struggle in the academic environment. When admitted to acute psychiatric hospital settings, the student’s difficulties and needs increase upon discharge and return to the school setting. While the literature describes systemic issues in transitioning from an acute psychiatric hospital to the school setting, limited resources exist for practitioners to plan for and support the successful reintegration of affected students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the purpose of the current systematic review was to collect and synthesize evidence from the literature (N = 20) in the areas of barriers, challenges, and significance of the need for a formal transition planning framework. Four major key factors emerged as important to assist in creating a transition planning framework for acute psychiatric hospitals to school-based settings: (a) Stakeholder Voice (Student, Caregiver, Hospital/Treatment Team, or School Team Voice); (b) Establishing a Point Person for Transition (Medical or School Point Person); (c) Recommendations/Accommodations (Formal or Informal Supports); and (d) Having a Transition Meeting. Other common factors are discussed, and recommendations are provided to aid practitioners in increasing the likelihood that school-age youth succeed in the school environment post-discharge from acute psychiatric settings. Finally, gaps in the literature are identified as areas for further research.

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Section: School Personnel Perspectivementioning

confidence: 99%

Section: Hospital Barriersmentioning

confidence: 99%

Section: School Point Personmentioning

confidence: 99%

Section: Overall Staff Trainingmentioning

confidence: 99%

Section: Family Supportmentioning

confidence: 99%

See 3 more Smart Citations

Supportive Transition Planning for Adolescents Transitioning From Psychiatric Hospitalization to School: A Systematic Literature Review and Framework of Practices

Midura¹,

Fodstad²,

White³

et al. 2023

CiE

View full text Add to dashboard Cite

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Discharge interventions from inpatient child and adolescent mental health care: a scoping review

Chen

Dinyarian

Inglis

et al. 2020

Eur Child Adolesc Psychiatry

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The post-discharge period is an extremely vulnerable period for patients, particularly for those discharged from inpatient children and adolescent mental health services (CAMHS). Poor discharge practices and discontinuity of care can put children and youth at heightened risk for readmission, among other adverse outcomes. However, there is limited understanding of the structure and effectiveness of interventions to facilitate discharges from CAMHS. As such, a scoping review was conducted to identify the literature on discharge interventions. This scoping review aimed to describe key components, designs, and outcomes of existing discharge interventions from CAMHS. Nineteen documents were included in the final review. Discharge interventions were extracted and summarized for pre-discharge, post-discharge, and bridging elements. Results of this scoping review found that intervention elements included aspects of risk assessment, individualized care, discharge preparation, community linkage, psychoeducation, and follow-up support. Reported outcomes of discharge interventions were also extracted and included positive patient and caregiver satisfaction, improved patient health outcomes, and increased cost effectiveness. Literature on discharge interventions from inpatient CAMHS, while variable in structure, consistently underscore the role of such interventions in minimizing patient and family vulnerability post-discharge. However, findings are limited by inadequate reporting and heterogeneity across studies. There is a need for further research into the design, implementation, and evaluation of interventions to support successful discharges from inpatient child and adolescent mental health care.

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Association of School Engagement, Academic Difficulties and School Avoidance with Psychological Difficulties Among Adolescents Admitted to a Psychiatric Inpatient Unit

Ogilvie

Head

Parekh

et al. 2018

Child Adolesc Soc Work J

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Frontline Report

Cited by 7 publications

References 0 publications

Supportive Transition Planning for Adolescents Transitioning From Psychiatric Hospitalization to School: A Systematic Literature Review and Framework of Practices

Supportive Transition Planning for Adolescents Transitioning From Psychiatric Hospitalization to School: A Systematic Literature Review and Framework of Practices

Discharge interventions from inpatient child and adolescent mental health care: a scoping review

Association of School Engagement, Academic Difficulties and School Avoidance with Psychological Difficulties Among Adolescents Admitted to a Psychiatric Inpatient Unit

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