The Connection between Elementary School Students’ Mental Health Problems, Receipt of School-Based Mental Health Services, and Socio-Emotional and Academic Outcomes

Background: Nationwide, an estimated one out of eight children suffers from mental, emotional, or behavioral disorders, yet most of these children do not receive services to address these needs. For many children with mental health concerns, the public school system is a main provider of care. However, there is limited empirical research on the characteristics of children who receive mental health services in the school setting, as well as the effects of these services on children’s socio-emotional and academic outcomes. Methods: Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), this study examined the individual, family and school characteristics associated with receipt of school-based mental health (SBMH) services among elementary school children with mental health needs, and the outcomes associated with service receipt. Data were analyzed using propensity score methods and multivariate regression. Results: Approximately one out of five children with mental health needs received SBMH services in the third grade. Study findings demonstrated that greater availability of counseling staff and high levels of mental health need were the most significant predictors of SBMH service receipt. Positive effects were not found on children’s mental health or academic outcomes at two-year follow-up, likely due to limitations in the dataset. Conclusions: Early interventions for children with mental health needs are critical for the promotion of their lifelong mental health and well-being, and many youth receive these services in the school setting. Increased availability of SBMH services would be an important strategy to reach more children with mental health needs. The literature on these services is still emerging. This dissertation provides a structure for future population-based studies to continue examining whether students in need are receiving services, how these services are best structured to achieve the most impact, and what the impacts of these services are on children’s health and development

Knowledge Commercialization in Iran University of Medical Sciences: Faculty Members' Viewpoints

Knowledge commercialization is one of the requirements of success in the modern economy. Universities and, accordingly, their faculty members play a crucial role in knowledge production and commercialization. The main purpose of the current study is to identify and review the factors influencing knowledge commercialization in the Iran University of Medical Sciences from the viewpoints of the faculty members. A cross-sectional descriptive survey was conducted on 267 randomly selected faculty members of the Iran University of Medical Sciences in line with the purpose of the study. The face validity of the scale was evaluated by seeking the opinions of five Medical Library and Information Science faculty members. The reliability of the scale was also confirmed by achieving Cronbach’s alpha test coefficient equal to 0.86. The data analysis was done using the SPSS software, version 21, descriptive statistics, and the Friedman test. Managerial requirements (M=7.71, SD=±25.69) were revealed as the most influential factor in knowledge commercialization. The cultural requirements (M=6.56, SD=+-2.82) showed the least effect. Employing experienced professional staff, faculty members’ problem-solving skills and knowledge and their research morale, supporting and equipping the involved bodies, developing a purposive, precise, and professional system for project evaluations, public financial and intellectual support, the inclusion of knowledge commercialization in the state’s strategic planning, as well as the development of a research-centered and project-centered culture in the university, are among the most important components of knowledge commercialization. Furthermore, according to the Friedman test, the structural, managerial, legal, individual, cultural, and environmental factors seemingly significantly affect knowledge commercialization in the university. Paying attention to the requirements of knowledge management implementation, especially managerial requirements, is very important for successful knowledge commercialization in universities.https://dorl.net/dor/20.1001.1.20088302.2022.20.1.28.

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Adolescents exposed to adverse childhood experiences (ACEs) have unique developmental needs that must be addressed by the health, education, and social welfare systems that serve them. Nationwide, over half of adolescents have reportedly been exposed to ACEs. This exposure can have detrimental effects, including increased risk for learning and behavioral issues and suicidal ideation. In response, clinical and community systems need to carefully plan and coordinate services to support adolescents who have been exposed to ACEs, with a particular focus on special populations. We discuss how adolescents' needs can be met, including considering confidentiality concerns and emerging independence; tailoring and testing screening tools for specific use with adolescents; identifying effective multipronged and cross-system trauma-informed interventions; and advocating for improved policies

The Connection between Elementary School Students’ Mental Health Problems, Receipt of School-Based Mental Health Services, and Socio-Emotional and Academic Outcomes

Background: Nationwide, an estimated one out of eight children suffers from mental, emotional, or behavioral disorders, yet most of these children do not receive services to address these needs. For many children with mental health concerns, the public school system is a main provider of care. However, there is limited empirical research on the characteristics of children who receive mental health services in the school setting, as well as the effects of these services on children’s socio-emotional and academic outcomes. Methods: Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), this study examined the individual, family and school characteristics associated with receipt of school-based mental health (SBMH) services among elementary school children with mental health needs, and the outcomes associated with service receipt. Data were analyzed using propensity score methods and multivariate regression. Results: Approximately one out of five children with mental health needs received SBMH services in the third grade. Study findings demonstrated that greater availability of counseling staff and high levels of mental health need were the most significant predictors of SBMH service receipt. Positive effects were not found on children’s mental health or academic outcomes at two-year follow-up, likely due to limitations in the dataset. Conclusions: Early interventions for children with mental health needs are critical for the promotion of their lifelong mental health and well-being, and many youth receive these services in the school setting. Increased availability of SBMH services would be an important strategy to reach more children with mental health needs. The literature on these services is still emerging. This dissertation provides a structure for future population-based studies to continue examining whether students in need are receiving services, how these services are best structured to achieve the most impact, and what the impacts of these services are on children’s health and development

School-based health centers in an era of health care reform: building on history.

School-based health centers (SBHCs) provide a variety of health care services to youth in a convenient and accessible environment. Over the past 40 years, the growth of SBHCs evolved from various public health needs to the development of a specific collaborative model of care that is sensitive to the unique needs of children and youth, as well as to vulnerable populations facing significant barriers to access. The SBHC model of health care comprises of on-school site health care delivery by an interdisciplinary team of health professionals, which can include primary care and mental health clinicians. Research has demonstrated the SBHCs impacts on delivering preventive care, such as immunizations; managing chronic illnesses, such as asthma, obesity, and mental health conditions; providing reproductive health services for adolescents; and even improving youths academic performance. Although evaluation of the SBHC model of care has been complicated, results have thus far demonstrated increased access to care, improved health and education outcomes, and high levels of satisfaction. Despite their proven success, SBHCs have consistently faced challenges in securing adequate funding for operations and developing effective financial systems for billing and reimbursement. Implementation of health care reform (The Patient Protection and Affordable Care Act [P.L. 111-148]) will profoundly affect the health care access and outcomes of children and youth, particularly vulnerable populations. The inclusion of funding for SBHCs in this legislation is momentous, as there continues to be increased demand and limited funding for affordable services. To better understand how this model of care has and could further help promote the health of our nations youth, a review is presented of the history and growth of SBHCs and the literature demonstrating their impacts. It may not be feasible for SBHCs to be established in every school campus in the country. However, the lessons learned from the synergy of the health and school settings have major implications for the delivery of care for all providers concerned with improving the health and well-being of children and adolescents

Mental Health Service Provision at School-Based Health Centers During the COVID-19 Pandemic: Qualitative Findings From a National Listening Session.

IntroductionSchool-based health centers (SBHCs) provide health services to more than six million youth annually. When schools throughout the United States closed in spring 2020, many SBHCs were also forced to close physical operations..MethodThis study uses qualitative data collected from SBHC representatives nationwide to examine supports and challenges affecting mental health services provision during the COVID-19 pandemic, changes in the provision of these services, and priorities for assessing and supporting student mental health needs in the 2021-2022 school year.ResultsPartnerships, community and stakeholder buy-in, and student access were key supports to continuous care throughout the pandemic, whereas lack of available staff and lack of in-person access to students were key challenges. Patients demonstrated increased acuity of presenting mental health problems, more immediate and complex mental health challenges, and greater co-morbidities.DiscussionSBHCs pivoted, even with limited resources, to meet students' increasing needs for mental health care

Adverse Childhood Experiences and Resilience: Addressing the Unique Needs of Adolescents

Adolescents exposed to adverse childhood experiences (ACEs) have unique developmental needs that must be addressed by the health, education, and social welfare systems that serve them. Nationwide, over half of adolescents have reportedly been exposed to ACEs. This exposure can have detrimental effects, including increased risk for learning and behavioral issues and suicidal ideation. In response, clinical and community systems need to carefully plan and coordinate services to support adolescents who have been exposed to ACEs, with a particular focus on special populations. We discuss how adolescents' needs can be met, including considering confidentiality concerns and emerging independence; tailoring and testing screening tools for specific use with adolescents; identifying effective multipronged and cross-system trauma-informed interventions; and advocating for improved policies

School-based health centers in an era of health care reform: building on history.

School-based health centers (SBHCs) provide a variety of health care services to youth in a convenient and accessible environment. Over the past 40 years, the growth of SBHCs evolved from various public health needs to the development of a specific collaborative model of care that is sensitive to the unique needs of children and youth, as well as to vulnerable populations facing significant barriers to access. The SBHC model of health care comprises of on-school site health care delivery by an interdisciplinary team of health professionals, which can include primary care and mental health clinicians. Research has demonstrated the SBHCs' impacts on delivering preventive care, such as immunizations; managing chronic illnesses, such as asthma, obesity, and mental health conditions; providing reproductive health services for adolescents; and even improving youths' academic performance. Although evaluation of the SBHC model of care has been complicated, results have thus far demonstrated increased access to care, improved health and education outcomes, and high levels of satisfaction. Despite their proven success, SBHCs have consistently faced challenges in securing adequate funding for operations and developing effective financial systems for billing and reimbursement. Implementation of health care reform (The Patient Protection and Affordable Care Act [P.L. 111-148]) will profoundly affect the health care access and outcomes of children and youth, particularly vulnerable populations. The inclusion of funding for SBHCs in this legislation is momentous, as there continues to be increased demand and limited funding for affordable services. To better understand how this model of care has and could further help promote the health of our nation's youth, a review is presented of the history and growth of SBHCs and the literature demonstrating their impacts. It may not be feasible for SBHCs to be established in every school campus in the country. However, the lessons learned from the synergy of the health and school settings have major implications for the delivery of care for all providers concerned with improving the health and well-being of children and adolescents