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47
Appendix B
Journey Map of Users with the Current System
Step # 1 2 3 4
Description of
Step Teachers,
administrators,
and school staff
come to work
every day with a
set amount of
knowledge
about BHCs that
they gathered
from education
and informal
experiences.
Some school employees
are somewhat comfortable
in recognizing severe cases
of BHCs because of the
current amount of training
they receive on severe
BHCs and suicide. Other
school employees feel
completely lost.
A youth shows
signs and/or
symptoms of
BHCs in front of
a school
employee, and
that employee has
to think about
whether the signs
and symptoms are
worth reporting to
the school social
worker/guidance
counselor. They
may also second
guess if a referral
is necessary, and
they may worry
about the
consequences if
they make the
wrong call about
their concerns.
If deemed
necessary,
the user
reports the
signs and
symptoms
they are
concerned
to the
school
social
worker
and/or the
school
guidance
counselor.
Responsible Party School staff School staff
Youth and school
staff
School
staff
Emotion
Plot
High
Neutral
Low
Description of
Emotion
Somewhat
anxious and
uneasy about
what they do not
know.
The feeling of minor
anxiety continues.
Increase in
anxiety as they
make decisions
Feel some
comfort
that they
are helping
a child.
Notes/Reference
Their
knowledge level
varies and is not
always accurate.
Severe cases of BHCs are
easier to spot to and don’t
always require trainings to
recognize.
School social
workers and
guidance
counselors are the
only ones who
can complete the
referrals. N/A
Object Description
| Title | Behavioral Health for All Kids |
| Author | Popham, Nathan Edward |
| Author email | nathan.popham@aol.com;nathanedwardpopham@gmail.com |
| Degree | Doctor of Social Work |
| Document type | Capstone project |
| Degree program | Social Work |
| School | Suzanne Dworak-Peck School of Social Work |
| Date defended/completed | 2020-07-24 |
| Date submitted | 2020-08-07 |
| Date approved | 2020-08-08 |
| Restricted until | 2020-08-08 |
| Date published | 2020-08-08 |
| Advisor (committee chair) | Lewis, Jennifer |
| Abstract | The health gap is a grand challenge identified by the American Academy of Social Work and Social Welfare (American Academy of Social Work and Social Welfare, n.d.). The behavioral health gap is part of the health gap (Bartram & Lurie, 2017). It represents two-thirds of youth with a behavioral health condition (BHC) not getting the care they deserve (Kaushik et al., 2016). The behavioral health gap is highest among children and those living in more rural states like Alabama, and access to care is a significant cause of the gap (Reijneveld et al., 2010). ❧ The Alabama Department of Mental Health (ADMH) is the state’s largest provider for in-school behavioral health services (Alabama Department of Mental Health, 2010). These services provide youth with quality care at a convenient place with a reasonable cost (Alabama Department of Mental Health, 2010). Per interviews, referrals for these services are slow and ineffective throughout the state; thus, the current referral process inhibits access to care (Teresa Dawson, personal communication, June 3, 2019). ❧ Behavioral Health for All Kids (BHFAK) is a program within mental health centers aimed at reducing the behavioral health gap among Alabama’s youth by improving access to care through a timely ADMH-sponsored in-school referral process. BHFAK will operate under the auspices of the board of directors for community mental health centers, and it will gain financial support from mental health centers and the Alabama Education Association. BHFAK is forward-thinking by introducing an electronic referral application and behavioral health screenings to Alabama schools; both are novel within Alabama school systems. BHFAK will be implemented in the following phases: 1) update ADMH policies through advocacy efforts of an employed developer and the public so that any school staff can complete an electronic referral—current policy only allows paper-based referrals that must be completed by school guidance counselors or social workers, 2) provide school employees with a training on the behavioral health gap, how to screen youth for BHCs, and how to complete the referral, and 3) implement a cloud-based referral application. Advocacy efforts to get ADMH policy changed are the most pressing. ❧ The BHFAK website helps the public get involved with advocacy and provides a roadmap for the next steps. Soon after advocacy efforts are underway, special permission should be sought by the employed developer to complete a pilot study. Data collected from the pilot may help the developer in advocating for the policy change. In phase two of the training, school staff will become educated on the issues surrounding the behavioral health gap and when and how to use the Youth Internalizing Problems Screener and the Youth Externalizing Problems Screener (Renshaw & Cook, 2018; Renshaw & Cook, 2019). School staff can then make referrals based on the screeners scores. ❧ BHFAK aims to have short, intermediate, and long-term outcomes, and they are as follows in respective order: raise awareness about BHCs and create a desire by the state to address the issue, ADMH endorsement of policy change and acceptance of this innovation, and finally, ensure youth with BHCs get connected with services in a timely manner. BHFAK can improve access to behavioral health care for many youths and narrow the gap by helping Alabama utilize its resources to their full potential. It takes an outdated system and makes it up to date with policy change, education, and modern technology. Helping youth access care is instrumental in helping those youth live healthy and productive lives. BHFAK will spread from one community and county to the next throughout Alabama through the help of the developer. BHFAK could be used in school systems outside Alabama that also struggle with similar issues, and it holds promise as a model in school systems outside Alabama without the resources to directly employ behavioral health professionals. BHFAK teachings can be applied in part or whole. |
| Keyword | Alabama youth; behavioral health care; in-school therapy; Alabama Department of Mental Health; Behavioral Health for All Kids; BHFAK |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Popham, Nathan Edward |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-PophamNath-8898.pdf |
| Archival file | Volume13/etd-PophamNath-8898.pdf |
Description
| Title | Page 47 |
| Full text | 47 Appendix B Journey Map of Users with the Current System Step # 1 2 3 4 Description of Step Teachers, administrators, and school staff come to work every day with a set amount of knowledge about BHCs that they gathered from education and informal experiences. Some school employees are somewhat comfortable in recognizing severe cases of BHCs because of the current amount of training they receive on severe BHCs and suicide. Other school employees feel completely lost. A youth shows signs and/or symptoms of BHCs in front of a school employee, and that employee has to think about whether the signs and symptoms are worth reporting to the school social worker/guidance counselor. They may also second guess if a referral is necessary, and they may worry about the consequences if they make the wrong call about their concerns. If deemed necessary, the user reports the signs and symptoms they are concerned to the school social worker and/or the school guidance counselor. Responsible Party School staff School staff Youth and school staff School staff Emotion Plot High Neutral Low Description of Emotion Somewhat anxious and uneasy about what they do not know. The feeling of minor anxiety continues. Increase in anxiety as they make decisions Feel some comfort that they are helping a child. Notes/Reference Their knowledge level varies and is not always accurate. Severe cases of BHCs are easier to spot to and don’t always require trainings to recognize. School social workers and guidance counselors are the only ones who can complete the referrals. N/A |
