SCHOOL-LINKED MENTAL HEALTH PROGRAMS THE POWER, THE PROBLEMS & THE PROMISE

1. SCHOOL-LINKED MENTAL HEALTH PROGRAMSTHE POWER, THE PROBLEMS&THE PROMISE

2. THE POWER • Provides a process to address all aspects of the student’s life – school, family, peers and community • Facilitates connections to community providers and resources • Provides supports that will continue to be available upon completion of formal involvement

3. Increases efficiency and cost-effectiveness • Promotes follow-up on an ongoing basis • Fosters increased awareness and appreciation of each partner’s system, issues and skills

4. BACKGROUND INFORMATION • We service the Counties of Grey and Bruce which is an area similar in size to Prince Edward Island. We have only one city in our catchment with numerous small towns/rural environments. We also serve 2 First Nations • We have some unique challenges which include transportation, poverty and no local inpatient psychiatric resources.

5. Working to Reinforce All Partners (WRAP) • The WRAP program for children and youth is a contributing partnership involving the Bluewater District School Board, the Bruce Grey Catholic District School Board, Bruce Grey Children’s Services and Youth Justice Alternatives to Custody. • The approach which is child centered and family focused began in September 1999. Today we have a total of 7 geographical teams

6. WHAT IS WRAP? • Seven teams consisting of one social workers/counselors, one behavior lead teacher (BLT’s) and one community worker • Geographically deployed in an effort to provide consistent service to over 70 schools region wide. • Flexible service plans are developed within the home, community and school settings.

7. CLIMATE PRE-WRAP • Easy to blame, feel misunderstood and to lack the sensitivities required to get the most out of each system for our youth and families. • Lacked the language and relationships to be truly productive. It is • Easy to cite no follow through on recommendations, confidentiality issues or to use voluntary service as the reasons for poor service outcomes.

8. EVALUATION HIGHLIGHTS • 94% reported that their child’s behavior had improved. • Post ratings of behavioral severity significantly lower than pre-service ratings. • Perceived parental competency significantly higher post service.

9. Post rating scores were significantly lower for the following scales: Conduct, Externalizing and Total Mental Health. • Strong support for the multi-disciplinary team process and structure.

10. WRAP EVALUATIONLESSONS LEARNED • Evaluation and documentation was important and necessary. • Process and measures changed as the program evolved. • Make the data meaningful/useful for all sectors.

11. Thinking out Loud - Partnerships usually work best when they start out that way—i.e. thinking with one another—so that we can jointly own the outcomes. • Value Added approach to partnerships

12. THE PROBLEMS • Continuous communication and commitment required • Policy/funding changes • Sustainability

13. THE PROMISE • One partnership leads to another • Focus on the child, the family, the school and the community • Builds capacity at all levels in all areas • Allows all involved to address the challenges and seize the opportunities

14. Every noble work is at first impossible. Thomas Carlyle