Evaluating Strategies to Promote Effective, Multidisciplinary Team Collaboration in School Mental Health.

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2023-01-01 DOI:10.1080/15377903.2022.2077875

Jill H Bohnenkamp, Chandni Patel, Elizabeth Connors, Shawn Orenstein, Sabrina Ereshefsky, Nancy Lever, Sharon Hoover

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引用次数: 0

Abstract

Multidisciplinary teams of school- and community-employed mental health, health, and educational staff work together in schools to offer a full continuum of mental health promotion, prevention, early intervention, and treatment services and supports. Intentional teaming structures and practices are essential to ensure teams deliver effective, coordinated services and supports. The current study investigated the extent to which continuous quality improvement strategies improved school mental health team performance during a 15-month national learning collaborative for 24 school district teams. All teams significantly improved their average teaming performance from baseline to the end of the collaborative (t(20) = -5.20, p < .001). Plan-Do-Study-Act (PDSA) cycles allowed teams to rapidly evaluate specific quality improvement changes to improve their performance. Teams with the most improvement focused on increasing multidisciplinary team membership, avoiding duplication and promoting efficiency, and connecting to community mental health providers/resources.

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促进学校心理健康中有效的多学科团队合作的评估策略。

由学校和社区雇用的心理健康、健康和教育人员组成的多学科团队在学校共同工作，提供全面的心理健康促进、预防、早期干预和治疗服务和支持。有意的团队结构和实践对于确保团队提供有效、协调的服务和支持至关重要。在为期15个月的24个学区的全国学习合作中，目前的研究调查了持续质量改进策略在多大程度上改善了学校心理健康团队的表现。从基线到合作结束，所有团队都显著提高了他们的平均团队绩效(t(20) = -5.20, p < .001)。计划-执行-研究-行动(PDSA)循环允许团队快速评估特定的质量改进变化，以提高他们的绩效。改善最大的团队侧重于增加多学科团队成员，避免重复和提高效率，以及与社区精神卫生提供者/资源建立联系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.