Associations Between School Mental Health Team Membership and Impact on Service Provision

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 hea...

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Bibliographic Details
Published in:School mental health 2022-09, Vol.14 (3), p.672-684
Main Authors: Reaves, Samantha, Bohnenkamp, Jill, Mayworm, Ashley, Sullivan, Margaret, Connors, Elizabeth, Lever, Nancy, Kelly, Michael S., Bruns, Eric J., Hoover, Sharon
Format: Article
Language:English
Subjects:
Behavior
Behavioral Science and Psychology
Best practice
Child and School Psychology
Children
Clinical Psychology
Collaboration
Developmental Psychology
Early Intervention
Education
Educational Environment
Health education
Health Promotion
Health services
Hiring
Individualized Education Programs
Individualized Instruction
Interdisciplinary Approach
Learning
Medical personnel
Mental disorders
Mental Health
Mental health care
Mental Health Programs
Mental health services
Mental Health Workers
Nurses
Original Paper
Outcomes of Education
Professionals
Psychology
School Health Services
School psychologists
School Social Workers
Schools
Social workers
Special education
Students
Teachers
Teams
Teamwork
Workforce planning
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Summary: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.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-021-09493-z