mark weist, ph.d. university of south carolina carolina network for school mental health myrtle...
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Mark Weist, Ph.D.University of South Carolina
Carolina Network for School Mental Health
Myrtle Beach, January 9, 2014
Positive Behavior Intervention and Support (www.pbis.org)In 18,000 plus schoolsDecision making framework to guide
selection and implementation of best practices for improving academic and behavioral functioningData based decision makingMeasurable outcomesEvidence-based practicesSystems to support effective implementation
AdvantagesPromotes effective decision makingReduces punitive approachesImproves student behaviorImproves student academic performanceWHEN DONE WELL
ButMany schools implementing PBIS lack
resources and struggle to implement effective interventions at Tiers 2 and 3
“Expanded” School Mental HealthFull continuum of effective mental health
promotion and intervention for students in general and special education
Reflecting a “shared agenda” involving school-family-community system partnerships
Collaborating community professionals (not outsiders) augment the work of school-employed staff
AdvantagesImproved accessImproved early identification/interventionReduced barriers to learning, and
achievement of valued outcomesWHEN DONE WELL
ButSMH programs and services continue to
develop in an ad hoc manner, andLACK AN IMPLEMENTATION STRUCTURE
Key RationalePBIS and SMH systems are operating
separatelyResults in ad hoc, disorganized delivery of
SMH and contributes to lack of depth in programs at Tiers 2 and 3 for PBIS
By joining together synergies are unleashed and the likelihood of achieving depth and quality in programs at all three tiers is greatly enhanced
Other ReasonsInadequate mental health staff, both school
employed and from collaborating community agencies
Working together builds capacity and creates economies of scale
Working together acts as a force against silosMuch needed accountability is enhanced
LogicEnhanced resources, staff and coordination of ISF help to build systems at all tiers
Youth with challenging emotional/behavioral problems are generally treated very poorly by schools and other community agencies, and the “usual” approaches do not work
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
Interconnected Systems Framework (ISF) for SMH-PBIS*Strategy for interconnection of two systems
across multiple tiersEmphasizes state teams working with district
teams and schools, and strong team planning and actions at each tier
Two national centers (for SMH and PBIS) and a number of states involved
Numerous training events and a monograph in progress*Key leaders – Lucille Eber, Susan Barrett, Mark Weist, Rob
Horner, Jessica Swain-Bradway
ISF DefinedA strong, committed and functional
team guides the work, using data at three tiers of intervention
Sub-teams having “conversations” and conducting planning at each tier
Evidence-based practices and programs are integrated at each tier
SYMMETRY IN PROCESSES AT STATE, DISTRICT AND BUILDING LEVELS
ISF cont.Key stakeholders from education and
mental health are involved and these people have the authority to reallocate resources, change roles and functioning of staff, and change policy
There is a priority on strong interdisciplinary, cross-system collaboration
ISF, Indicators of Team FunctioningStrong leadership Good meeting attendance, agendas and
meeting managementOpportunities for all to participateTaking and maintaining of notes and the
sense of history playing outClear action planningSystematic follow-up on action planning
Team Members
*School psychologist
*Collaborating community mental health professional
School counselorSpecial educator
*co-leaders
Assistant principalSchool nurseGeneral educatorParentParent(Older student)
SeeMarkle, R.S., Splett, J.W., Maras, M.A., & Weston, K.J. (2014). Effective school teams: Benefits, barriers, and best practices. In M.Weist, N.Lever, C. Bradshaw, & J.S.Owens. Handbook of school mental health: Research, training, practice and policy, 2nd edition (pp. 59-74), New York: Springer.
Chapters in the ISF BookOverviewImplementation
FrameworkSchool Level
SystemsSchool Level
PracticesEffectively Using
Data
District/Community Role
Advancing in StatesPolicy, Practice and
PeopleCommentaries
Current ToolsDialogue Guides (IDEA partnership)4 Simple Questions (IDEA partnership)Implementation Guides (Funding, Team,
Evaluation)Knowledge Development SurveysReadiness ChecklistResource MappingConsumer Guide for Selecting MH practices
ISF, School Readiness Assessment1) High status leadership and team with
active administrator participation2) School improvement priority on
social/emotional/behavioral health for all students
3) Investment in prevention4) Active data-based decision making5) Commitment to SMH-PBIS integration6) Stable staffing and appropriate resource
allocation