DiGirolamo, Ann

McLaren, Susan

Pruett, Jana

Redd, Sara

English

ScholarWorks @ Georgia State University

Georgia State University ScholarWorks @ Georgia State University GHPC Materials Georgia Health Policy Center 1-3-2018 The Georgia Apex Project: Increasing Access to Intensive Mental Health Services through Community Partnership Sara Redd Susan McLaren Jana Pruett Ann DiGirolamo Follow this and additional works at: https://scholarworks.gsu.edu/ghpc_materials Recommended Citation Redd, Sara; McLaren, Susan; Pruett, Jana; and DiGirolamo, Ann, "The Georgia Apex Project: Increasing Access to Intensive Mental Health Services through Community Partnership" (2018). GHPC Materials. 38. https://scholarworks.gsu.edu/ghpc_materials/38 This Article is brought to you for free and open access by the Georgia Health Policy Center at ScholarWorks @ Georgia State University. It has been accepted for inclusion in GHPC Materials by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact scholarworks@gsu.edu. ANDREW  YOUNG SCHOOL O F  P O L I C Y  S T U D I E SRESEARCH OBJECTIVEThe objective of this poster is to present qualitative and quantitative results from the ongoing evaluation of the project, including program successes, challenges, and lessons learned.The Georgia Apex Project: Increasing Access to Intensive Mental Health Services through Community PartnershipSara Redd, MSPH1; Susan McLaren, MPH, FACHE1; Jana Pruett, MSW1; Ann DiGirolamo, PhD, MPH1; Stephanie Pearson, PhD2; Matt Yancey, MSW, MPA31Georgia State University, Atlanta, GA; 2Georgia Department of Behavioral Health and Developmental Disabilities, Atlanta, GA; 3Tennessee Department of Mental Health and Substance Abuse Services, Nashville, TNINTRODUCTION•	 An estimated one in five youth ages 13-18 has a diagnosable mental health problem; approximately half have unmet mental health needs. •	 School-based mental health (SBMH) programs are a strategy for minimizing barriers to accessing needed services. •	 In an effort to build infrastructure for SBMH services and increase access to mental health care for students, the Georgia Department of Behavioral Health and Developmental Disabilities developed the Georgia Apex Project (GAP). •	 Through this pilot, which ran the duration of the 2015-2016 school year, community mental health providers across Georgia partnered with school districts and local schools in their service area to provide intensive mental health services in the school setting.STUDY DESIGNThe study population for GAP is 29 community mental health providers in Georgia. Provider agencies contracted with between one and fifteen school partners serving elementary, middle and high school youth. The three objectives of the project were to:•	 Increase access to mental health services•	 Increase early detection of mental health disorders•	 Increase sustained community collaboration between mental health providers and schoolsGAP’s objectives are examined using qualitative and quantitative data collected from provider agencies monthly. Data elements that are gathered include:PRINCIPAL FINDINGSOverall, the number of students served through GAP has steadily increased throughout the pilot. As seen in Figure 1, at baseline in August 2015, 26 provider agencies were participating in GAP, serving 234 students in 109 schools. By December 2015, 29 provider agencies were serving 1,006 students in 127 schools. At the beginning of May 2016, nearly 1,500 students were receiving services in 135 schools. Across the pilot period, an average of 34% of students served through the pilot were receiving mental health services for the first time.CONCLUSIONOver the pilot project period, GAP providers have successfully achieved the three objectives associated with the pilot. GAP has increased access to mental health services for students of all ages, increased early detection of students with mental health issues by allowing students to receive mental health services for the first time, and encouraged community collaboration between mental health providers, local schools, school staff members, and school districts, and other community organizations.IMPLICATIONS FOR POLICY OR PRACTICESBMH programs such as GAP are a budding avenue for providing mental health services to children and reducing access barriers faced by children and families across the country.  Lessons learned from Georgia’s investment in SBMH can be applied to other providers, jurisdictions, and states wishing to implement this type of program.The most common challenges providers faced included family involvement and follow-up, acquiring office space for GAP providers, and reporting requirements. The most common successes were increased access to care for children in need, relationship building within the schools and communities, and high levels of engagement and collaboration between GAP providers and school staff.Students were referred to GAP providers from a variety of sources, the most common of which were school staff members and parents. On average throughout the project, providers delivered most services within the school setting (88%), with only 12% of services being referred to external providers. The three most commonly delivered services included individual therapy, community supports and individual services, and behavioral health assessments. Providers were able to bill for a majority of the students that they served through GAP, and that number increased from 76% in September 2015 to 87% in August 2016. As seen in Figure 2, the majority of services were billed to Georgia’s Medicaid Care Management Organizations.In order to facilitate integration of GAP providers into the schools, grantees conducted a variety of trainings and participated in various school activities to better incorporate the vision of GAP. Examples include:Qualitative data•	Successes and challenges during reporting period•	Training and community eventsProgram characteristics•	Geographic location•	Number of schools served•	School and community climateQuantitative data•	Students referred and served•	Students visiting a MH provider for the first time•	Services provided•	Billing mechanismsConducting trainings with school staff, such as Youth Mental Health First Aid and Suicide PreventionAttending school events, such as PTA meetings, school administration meetings, and school staff meetingsHolding community forums with community stakeholders, school officials, and local representatives of state agenciesHosting weekly “coffee talks,” where GAP therapists engage with teachers and address any questions they may haveFor more information, please contact the Georgia Health Policy Center at 404.413.0314 or visit us online at www.ghpc.gsu.eduFigure 1. Number of students served via GAP from August 2015 – March 2016Figure 2. Average percent of services billed to various sources over pilot period

The Georgia Apex Project: Increasing Access to Intensive Mental Health Services through Community Partnership

Georgia State University

Georgia State University 
ScholarWorks @ Georgia State University 
GHPC Materials Georgia Health Policy Center 
1-3-2018 
The Georgia Apex Project: Increasing Access to Intensive Mental 
Health Services through Community Partnership 
Sara Redd 
Susan McLaren 
Jana Pruett 
Ann DiGirolamo 
Follow this and additional works at: https://scholarworks.gsu.edu/ghpc_materials 
Recommended Citation 
Redd, Sara; McLaren, Susan; Pruett, Jana; and DiGirolamo, Ann, "The Georgia Apex Project: Increasing 
Access to Intensive Mental Health Services through Community Partnership" (2018). GHPC Materials. 38. 
https://scholarworks.gsu.edu/ghpc_materials/38 
This Article is brought to you for free and open access by the Georgia Health Policy Center at ScholarWorks @ 
Georgia State University. It has been accepted for inclusion in GHPC Materials by an authorized administrator of 
ScholarWorks @ Georgia State University. For more information, please contact scholarworks@gsu.edu. 
ANDREW  YOUNG SCHOOL
 O F  P O L I C Y  S T U D I E S
RESEARCH OBJECTIVE
The objective of this poster is to present qualitative and quantitative results from the ongoing evaluation of the 
project, including program successes, challenges, and lessons learned.
The Georgia Apex Project: Increasing Access to Intensive 
Mental Health Services through Community Partnership
Sara Redd, MSPH1; Susan McLaren, MPH, FACHE1; Jana Pruett, MSW1; Ann DiGirolamo, PhD, MPH1; Stephanie Pearson, PhD2; Matt Yancey, MSW, MPA3
1Georgia State University, Atlanta, GA; 2Georgia Department of Behavioral Health and Developmental Disabilities, Atlanta, GA; 3Tennessee Department of Mental Health and Substance Abuse Services, Nashville, TN
INTRODUCTION
•	 An estimated one in five youth ages 13-18 has a diagnosable mental health problem; approximately half have 
unmet mental health needs. 
•	 School-based mental health (SBMH) programs are a strategy for minimizing barriers to accessing needed services. 
•	 In an effort to build infrastructure for SBMH services and increase access to mental health care for students, the 
Georgia Department of Behavioral Health and Developmental Disabilities developed the Georgia Apex Project 
(GAP). 
•	 Through this pilot, which ran the duration of the 2015-2016 school year, community mental health providers 
across Georgia partnered with school districts and local schools in their service area to provide intensive mental 
health services in the school setting.
STUDY DESIGN
The study population for GAP is 29 community mental health providers in Georgia. Provider agencies contracted 
with between one and fifteen school partners serving elementary, middle and high school youth. The three objectives 
of the project were to:
•	 Increase access to mental health services
•	 Increase early detection of mental health disorders
•	 Increase sustained community collaboration between mental health providers and schools
GAP’s objectives are examined using qualitative and quantitative data collected from provider agencies monthly. 
Data elements that are gathered include:
PRINCIPAL FINDINGS
Overall, the number of students served through GAP has steadily increased throughout the pilot. As seen in Figure 
1, at baseline in August 2015, 26 provider agencies were participating in GAP, serving 234 students in 109 schools. 
By December 2015, 29 provider agencies were serving 1,006 students in 127 schools. At the beginning of May 
2016, nearly 1,500 students were receiving services in 135 schools. Across the pilot period, an average of 34% of 
students served through the pilot were receiving mental health services for the first time.
CONCLUSION
Over the pilot project period, GAP providers have successfully achieved the three objectives associated with the pilot. GAP has increased access to 
mental health services for students of all ages, increased early detection of students with mental health issues by allowing students to receive mental 
health services for the first time, and encouraged community collaboration between mental health providers, local schools, school staff members, 
and school districts, and other community organizations.
IMPLICATIONS FOR POLICY OR PRACTICE
SBMH programs such as GAP are a budding avenue for providing mental health services to children and reducing access barriers faced by children 
and families across the country.  Lessons learned from Georgia’s investment in SBMH can be applied to other providers, jurisdictions, and states 
wishing to implement this type of program.
The most common challenges providers faced 
included family involvement and follow-up, 
acquiring office space for GAP providers, and 
reporting requirements. The most common 
successes were increased access to care for 
children in need, relationship building within 
the schools and communities, and high levels 
of engagement and collaboration between 
GAP providers and school staff.
Students were referred to GAP providers from a variety of sources, the most common of which were school staff members and parents. On average 
throughout the project, providers delivered most services within the school setting (88%), with only 12% of services being referred to external 
providers. The three most commonly delivered services included individual therapy, community supports and individual services, and behavioral 
health assessments. 
Providers were able to bill for a majority of the students that they served through GAP, and that number increased from 76% in September 2015 
to 87% in August 2016. As seen in Figure 2, the majority of services were billed to Georgia’s Medicaid Care Management Organizations.
In order to facilitate integration of GAP providers into the schools, grantees conducted a variety of trainings and participated in various school 
activities to better incorporate the vision of GAP. Examples include:
Qualitative data
•	Successes and challenges 
during reporting period
•	Training and community 
events
Program characteristics
•	Geographic location
•	Number of schools served
•	School and community 
climate
Quantitative data
•	Students referred and served
•	Students visiting a MH 
provider for the first time
•	Services provided
•	Billing mechanisms
Conducting 
trainings with 
school staff, such 
as Youth Mental 
Health First Aid and 
Suicide Prevention
Attending school 
events, such as PTA 
meetings, school 
administration 
meetings, and 
school staff 
meetings
Holding community 
forums with 
community 
stakeholders, 
school officials, 
and local 
representatives of 
state agencies
Hosting weekly 
“coffee talks,” 
where GAP 
therapists engage 
with teachers 
and address any 
questions they may 
have
For more information, please contact the Georgia Health Policy Center at 
404.413.0314 or visit us online at www.ghpc.gsu.edu
Figure 1. Number of students served via 
GAP from August 2015 – March 2016
Figure 2. Average percent of services billed 
to various sources over pilot period


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The Georgia Apex Project: Increasing Access to Intensive Mental Health Services through Community Partnership

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