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A pilot demonstration of comprehensive mental health services in inner-city public schools. | LitMetric

AI Article Synopsis

  • - The study aimed to evaluate the need, feasibility, and outcomes of comprehensive mental health services in two public elementary schools located in inner-city areas, amid growing national policy support for such services.
  • - Implemented over one school year, the program included preventive and clinical interventions tailored to the needs identified in a screening survey, with collaboration from mental health professionals and teachers.
  • - Results showed significant improvements in students' mental health, behavior, and knowledge, while teachers felt more equipped to handle mental health issues, indicating strong satisfaction with the program and supporting the call for comprehensive mental health services in schools.

Article Abstract

Background: National policy statements increasingly espouse the delivery of comprehensive mental health services in schools. In response to the limited evidence supporting this recommendation, the purpose of this study was to assess the need for, and feasibility, desirability, and outcomes of a full model of comprehensive mental health services in 2 public elementary schools in inner-city neighborhoods.

Methods: The program, based upon a national model for comprehensive school mental health services, comprised universal and indicated preventive as well as clinical interventions designed to target needs identified in a baseline screening survey. The program was implemented over 1 school year by mental health professionals in collaboration with school teachers. Mental health outcomes comparing baseline to follow-up data were assessed in multiple domains among students and teachers.

Results: After 1 year of intervention, students had significantly fewer mental health difficulties, less functional impairment, and improved behavior, and reported improved mental health knowledge, attitudes, beliefs, and behavioral intentions. Teachers reported significantly greater proficiency in managing mental health problems in their classrooms. School staff overwhelmingly endorsed satisfaction with the program.

Conclusion: If the observed favorable findings from this pilot demonstration can be replicated in methodologically rigorous studies, additional support would be garnered for national policy recommendations about comprehensive school mental health services.

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Source
http://dx.doi.org/10.1111/j.1746-1561.2010.00578.xDOI Listing

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