Reaves Samantha, Bohnenkamp Jill, Mayworm Ashley, Sullivan Margaret, Connors Elizabeth, Lever Nancy, Kelly Michael S, Bruns Eric J, Hoover Sharon
National Center for School Mental Health, University of Maryland School of Medicine, Baltimore, USA.
Loyola University Chicago, Chicago, USA.
School Ment Health. 2022;14(3):672-684. doi: 10.1007/s12310-021-09493-z. Epub 2022 Jan 5.
Schools are the most common venue in which children and youth receive mental health services. To organize delivery of mental health care to such a large number of children, use of school teams is often recommended. Yet, there is limited empirical literature about the composition of school mental health teams or teams' relations to service provision. This study investigated team composition, including team multidisciplinarity (number of different types of professionals) and the presence of a community provider, and the relations of these two variables to service provision at Tier 1 (mental health promotion), Tier 2 (early intervention) and Tier 3 (intensive treatment) for 386 schools representing different school sizes, locations, and urbanicity. Results suggested team multidisciplinarity and the presence of a community provider were related to more frequent endorsement of service provision at schools. Practice and research implications are discussed including possible application to hiring decisions and further research with longitudinal data and information on service quality.
The online version contains supplementary material available at 10.1007/s12310-021-09493-z.
学校是儿童和青少年接受心理健康服务最常见的场所。为了向如此大量的儿童提供心理健康护理，人们经常建议使用学校团队。然而，关于学校心理健康团队的组成或团队与服务提供之间关系的实证文献有限。本研究调查了团队组成，包括团队的多学科性（不同类型专业人员的数量）和社区提供者的存在情况，以及这两个变量与代表不同学校规模、地点和城市化程度的386所学校在一级（心理健康促进）、二级（早期干预）和三级（强化治疗）服务提供之间的关系。结果表明，团队的多学科性和社区提供者的存在与学校更频繁地认可服务提供有关。文中讨论了实践和研究意义，包括可能应用于招聘决策以及利用纵向数据和服务质量信息进行进一步研究。
在线版本包含可在10.1007/s12310-021-09493-z获取的补充材料。
