Page 56 |
Save page Remove page | Previous | 56 of 128 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
56
Step # 9 10 11 12
Description of Step
During this
2-3-week
period,
school
officials may
become
frustrated
because they
don’t believe
nothing is
being done
about the
referral they
completed.
The youth
may have
developed
negative
coping
skills for
having to
wait so long
before
seeing a
mental
health
professional
The youth
is seen for
an intake
assessment
by a
therapist
from the
community
mental
health
center who
works in
the school.
The youth
makes a
follow up
appointment
with the
therapist
(usually for
individual
and/or
family
therapy) if
services are
deemed
necessary.
Responsible Party School staff The youth
School
therapist,
youth, and
maybe the
guardian
Youth and
school
therapist
Emotion Plot
High
Neutral
Low
Description of Emotion Frustration Negative Hopeful
Continued
hopefulness
Notes/Reference
Less
frustration
than before
innovation
because the
wait is
shorter.
The
negative
coping
skills can
case the
youth legal
issues,
issues at
home, and
issues at
school later
down the
road.
The intake
can be
completed
without the
guardian
present if
the youth
is over 14
years old;
the
guardian
can still
come if
they
choose and
the youth
approves.
For intake,
the guardian
must be
present at
the intake if
the youth is
under 14
years old.
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 56 |
| Full text | 56 Step # 9 10 11 12 Description of Step During this 2-3-week period, school officials may become frustrated because they don’t believe nothing is being done about the referral they completed. The youth may have developed negative coping skills for having to wait so long before seeing a mental health professional The youth is seen for an intake assessment by a therapist from the community mental health center who works in the school. The youth makes a follow up appointment with the therapist (usually for individual and/or family therapy) if services are deemed necessary. Responsible Party School staff The youth School therapist, youth, and maybe the guardian Youth and school therapist Emotion Plot High Neutral Low Description of Emotion Frustration Negative Hopeful Continued hopefulness Notes/Reference Less frustration than before innovation because the wait is shorter. The negative coping skills can case the youth legal issues, issues at home, and issues at school later down the road. The intake can be completed without the guardian present if the youth is over 14 years old; the guardian can still come if they choose and the youth approves. For intake, the guardian must be present at the intake if the youth is under 14 years old. |
