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Organizational Conditions for Effective School Mental Health. The Top Ten List. Self-Reflection. How Concerning? How Important? Top 3 Concerns…. Research in Organizational Conditions. Implementation Science (e.g., Fixsen et al.) Getting to Outcomes (e.g., Wandersman et al.)

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Presentation Transcript
self reflection
  • How Concerning?
  • How Important?
  • Top 3 Concerns…
research in organizational conditions
Research in Organizational Conditions
  • Implementation Science (e.g., Fixsen et al.)
  • Getting to Outcomes (e.g., Wandersman et al.)
  • School-Wide Positive Behavior Support (e.g., Sugai et al.)
  • Expanded School Mental Health (e.g., Weist et al.)
  • REACh Framework (e.g., Kratochwill et al.)
  • Knowledge Translation and Exchange (e.g., Barwick et al.)
navigating system change
Navigating system change

Is like behavior change with individuals – it occurs with persistent nudges

top 10 list of conditions
Top 10 List of Conditions
  • Commitment
  • School Mental Health Leadership Team
  • Clear & Focused Vision
  • Shared Language
  • Assessment of Initial Capacity
  • Standard Processes
  • PD Protocols
  • School Mental Health Strategy / Action Plan
  • Broad Collaboration
  • Ongoing Quality Improvement
self reflection1
Self Reflection
  • Where is your board currently, TODAY, along each of the conditions…
  • Feel free to discuss, leave blank…
  • Not handed in…

Condition ONE

  • Board leaders view child and youth mental health as a priority, and communicate this through action
  • Board leaders commit to Tiered Support Model
    • Help board staff to understand the rationale for the model, emphasizing the focus in schools on mental health promotion and prevention and the need to work with community partners for help with students with significant mental health concerns
  • Board leaders consistently attend community liaison meetings and internal MH team meetings
  • Board leaders provide visible, strategic and tangible support for needed infrastructure, resources, staffing
tiered support in systems of care
Tiered Support in Systems of Care

Organizational Conditions


Universal E-B Mental Health Promotion

E-B Clinical


Mental Health Capacity


Implementation Focus

Targeted Evidence-Based Prevention

Targeted Evidence-Based Prevention

Universal Evidence-Based

Mental Health Promotion, Social-Emotional Learning

School Districts

Continuous Quality Improvement

Evidence-Based Clinical Intervention

school mental health leadership team
School Mental Health Leadership Team

Condition TWO

  • Board has a multidisciplinary, multi-layered mental health leadership team
  • All of the right people are at the table (in terms of expertise, influence, relationships, representation)
  • Parent and youth voice are critical
  • Team has meaningful liaison with community partners
  • Team is focused on vision-setting, leadership, collaboration, strategy/program selection, problem-solving
clear and focused vision
Clear and Focused Vision

Condition THREE

  • Board has shared, realistic goals
  • Vision is aligned with AOP, BIPSA, Strategic Directions
  • Vision is aligned with key principles in school mental health (e.g., preventive, linked with instruction, evidence-based, connected with partners at home and school, strong use of data)
  • Vision and goals are created collaboratively
  • Vision is the basis for decision-making
shared language
Shared Language

Condition FOUR

  • The Board Vision for school mental health is communicated clearly across the organization
  • Foundational knowledge about student mental health is conveyed
  • Terms are defined consistently
  • Where differences in language occur (e.g., across sectors), there is translation
  • Use of early identification tools can be helpful for finding common ways to speak of problem areas
assessment of initial capacity
Assessment of Initial Capacity

Condition FIVE

  • Assessment data informs the development of the board mental health strategy
  • Before setting priorities, an assessment of organizational strengths, needs, and resources (resource mapping) can be very helpful
  • This assessment includes a scan of resources, in the form of people, processes, and programs
  • Staff and student voice data can deepen understanding of needs
standard processes
Standard Processes

Condition SIX

  • Board has standard processes for school mental health:
    • Who does what (role clarification)
    • Selection of school and classroom evidence-based programs
    • Delivery of training and coaching on programs and strategies
    • Standards and tools for monitoring progress
    • Partnerships with community
    • Pathways to service
protocols for professional development
Protocols for Professional Development

Condition SEVEN

  • Board has a systematic approach to capacity building in mental health and well-being that includes:
    • Mental Health Awareness for all
    • Mental Health Literacy for those most closely involved with students
    • Mental Health Expertise for those delivering specialized assessment & intervention services
  • High quality training protocols, delivered by an engaging expert
  • Job-embedded, with ongoing coaching

Tools + Training + Technical Assistance + Quality Assurance

mental health strategy action plan
Mental Health Strategy / Action Plan

Condition EIGHT

  • The Board Mental Health Strategy is aligned with system goals
  • The Strategy is founded on evidence-based practices in school mental health
  • The Strategy is tailored to local context and data with respect to board needs and strengths
  • The Strategy is focused on measureable outcomes
  • An implementation support plan is clearly articulated
broad collaboration
Broad Collaboration

Condition NINE

  • The Board has several established platforms for dialogue and collaboration:
    • Across departments and schools in the organization
    • With community and health agencies
    • With universities and other research organizations
    • With parents
    • With students
    • With other boards
      • With government
ongoing quality improvement
Ongoing Quality Improvement

Condition TEN

The board has a system of ongoing quality improvement, that includes measurement:

  • Of program / strategy implementation
  • Of teacher perceptions and knowledge
  • Of student perceptions and knowledge
  • Of student outcomes
  • Your Superintendent / Director
  • Your Board MH Team, MH Professionals
  • SMH ASSIST team, and especially your coach, are here to help you to establish these conditions in your board over time