Integrating Mental Health into Kindergarten and Early Childhood Education
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Transcript of Integrating Mental Health into Kindergarten and Early Childhood Education
INTEGRATING MENTAL HEALTH INTO KINDERGARTEN AND EARLY CHILDHOOD EDUCATION
Kelly PeralesCommunity Care Behavioral Health
October 30, 2014PBIS Leadership Forum
BIG IDEA…
How Multi-tiered Systems of Support (MTSS) can enhance mental health in schools
Installing SMH through MTSS in Schools
The Interconnected Systems Framework (ISF)
SMH +MTSS=ISF
Community Care as Part of the State Community of Practice on School Based Behavioral Health
Demonstration Project:ScrantonMontrose
PA PBS NETWORK
Affiliated partnership with representatives from: Department of Drug and Alcohol Programs Department of Education Department of Public Welfare Department of Health Office of Child Development and Early Learning Devereux Center for Effective Schools Community Care Behavioral Health Value Behavioral Health McDowell Institute Office of Mental Health and Substance Abuse Services
Compelling FactorsDetention/ RTF
t h
Intake
Intake
CW Sys
Intake
Referral
Referral
Referral
Referral
Referral
Referral
MH Sys
D&A Sys
JJ Sys
Ed. Sys
Intake
MCO Sys
MR Sys
Intake
Referral
Partial
Psych
Detox
AAA
Intake
Court
Probation
Residential
Eligibility
Counseling
Special Ed
Truancy
Mentor
APS
Partial
Residential
Mobile T
Case Mgmt.
TSS/BSC
Inpatient
Case Mgmt..
Care Mgmt.Primary Care
Case Work
Foster Care
Health Sys
ER
Intake
Hospital.
Therapist. Psychiatrist
SMH AND PBISCOMMON PURPOSE Schools supporting/promoting MH of ALL students Prevention, early access, interventions
commensurate with level of need (versus labeling with no or poor follow-up)
School personnel feel confident and competent in identifying and intervening with accuracy and effectiveness
LOGIC
Youth with challenging emotional/behavioral problems are generally treated very poorly by schools and other community agencies, and the “usual” approaches do not work
Enhanced resources, staff and coordination of ISF helps to build and enhance systems at all tiers
LOGIC (CONT.)
• Effective academic performance promotes student mental health and effective mental health promotes student academic performance. The same integration is required in our systems
Advancing Education Effectiveness:
Interconnecting School Mental Health
and School-Wide Positive
Behavior Support
Editors: Susan Barrett, Lucille Eber and Mark Weist
Development of an Interconnected Systems Framework for School Mental
Health
Access on the Center for School Mental Health or National PBIS websites:
• http://csmh.umaryland.edu/Resources/ Reports/SMHPBISFramework.pdf
• http://www.pbis.org/school/school_mental_health/interconnected_systems.aspx
Edited by: Susan Barrett and Lucille Eber, National PBIS Center Partners; and Mark Weist, University of South Carolina (and Senior Advisor to the University of Maryland, Center for School Mental Health)
ISF DEFINED
ISF provides structure and process for education and mental health systems to interact in most effective and efficient way.
ISF is guided by key stakeholders in education and
mental health system who have the authority to reallocate resources, change role and function of staff, and change policy.
ISF applies strong interdisciplinary, cross-system collaboration.
ISF DEFINED
ISF uses the tiered prevention logic as the overall organizer to develop an action plan.
ISF involves cross system problem solving teams that use data to decide which evidence based practices to implement.
ISF involves ongoing progress monitoring for both fidelity and impact.
ISF emphasizes active involvement by youth, families, and other school and community stakeholders.
TRADITIONAL PREFERREDEach school works
out their own plan with Mental Health (MH) agency;
District has a plan for integrating MH at all buildings (based on community data as well as school data);
REGIONAL LEVEL EXAMPLE
Behavioral Health Alliance of Rural Pennsylvania
Early Childhood Mental Health
Partners from Early Intervention Technical Assistance
Training for mental health providers and early childhood programs, head starts, child care centers
LOCAL LEVEL EXAMPLES
SS/HS Grant – “strategy two”Three LEAsThree System of Care CountiesGoal regarding Early Childhood
ISF Demonstration SiteScranton
CONNECTIONS AND PARTNERSHIPS Scranton School
District Scranton Counseling
Center Lourdesmont Friendship House Community Care NEIU 19 PaTTAN KOP
EXAMPLE SCHOOL ONE
EXAMPLE SCHOOL TWO
EXAMPLE SCHOOL THREE
DISTRICT LEVEL DIALOGUE
Physical Health/Behavioral Health Collaboration
Wellness and access to care
Wright Center – Commonwealth Medical College
Data point of children entering Kindergarten – not “ready” – social/emotional/behavioral
COMMUNITY PARTNERS
Head Start
Early Childhood Mental Health Community ProvidersScranton Counseling CenterFriendship HouseNEIU 19
United Way
INTERVENTION STRATEGIES
Program Wide PBISNEIUPaTTAN
Prevent Teach Reinforce – Young ChildrenTypically “tier three”Pre-school and kindergarten teachers attendUse for classroom management strategies
Parent Child Interactive Therapy – PCITEvidence based practiceHome/school/community connection
INTERVENTION STRATEGIES CONTINUED: “summer camp” for all enrolled kindergarteners
who had no prior “school” experience
Funded through Title One dollars with support from United Way
4 week program that included food, parent connection, and pro-social skills for children
EXAMPLE ONE 2014
EXAMPLE TWO 2014
NEXT STEPS:
Meeting next Thursday
Continue to monitor data
Continue to refine intervention strategies
Learn from other examples