Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable.

Roles and Functions of School Mental Health Professionals Within Comprehensive School Mental Health Systems.

Unlabelled: Mental health concerns are on the rise among youth, contributing to a growing need for school-based mental health services. However, challenges to service provision arise due, in part, to workforce shortages, service fragmentation, and inefficient allocation of staff time. The current study describes the professional competencies and time allocation of four school-based mental health professions (i.

Supporting School Mental Health Providers: Evidence from a Short-Term Telementoring Model.

Background: To support student mental health, school staff must have knowledge of evidence-based practices and the capacity to implement them. One approach used to address this challenge is a group-based telementoring model called (ECHO). In other applications (e.

Crisis on campus: Eating disorder intervention from a developmental-ecological perspective.

Objective: The purpose of this article is to review a crisis intervention using the developmental-ecological protocol (Collins and Collins, 2005) with a college student presenting with symptomatology of an active eating disorder.

Participants: Participants included University Wellness Center employees responding to the crisis.

Methods: Methods include an informal review of the crisis intervention response and application of the ABCDE developmental-ecological crisis model.