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

QUESTIONS?

Kelly Peralesperaleskl@ccbh.com

717-770-9365