For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
7
views
Article has an altmetric score of 6
38
references
 Top references
cited by
3
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      247
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: not found

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

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          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.

          Supplementary Information

          The online version contains supplementary material available at 10.1007/s12310-021-09493-z.

          Related collections

          Most cited references38

          • Record: found
          • Abstract: found
          • Article: not found

          Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19

          Maria Loades, Eleanor Chatburn, Nina Higson-Sweeney … (2020)
          Objective Disease containment of COVID-19 has necessitated widespread social isolation. We aimed to establish what is known about how loneliness and disease containment measures impact on the mental health in children and adolescents. Method For this rapid review, we searched MEDLINE, PSYCHINFO, and Web of Science for articles published between 01/01/1946 and 03/29/2020. 20% of articles were double screened using pre-defined criteria and 20% of data was double extracted for quality assurance. Results 83 articles (80 studies) met inclusion criteria. Of these, 63 studies reported on the impact of social isolation and loneliness on the mental health of previously healthy children and adolescents (n=51,576; mean age 15.3) 61 studies were observational; 18 were longitudinal and 43 cross sectional studies assessing self-reported loneliness in healthy children and adolescents. One of these studies was a retrospective investigation after a pandemic. Two studies evaluated interventions. Studies had a high risk of bias although longitudinal studies were of better methodological quality. Social isolation and loneliness increased the risk of depression, and possibly anxiety at the time loneliness was measured and between 0.25 to 9 years later. Duration of loneliness was more strongly correlated with mental health symptoms than intensity of loneliness. Conclusion Children and adolescents are probably more likely to experience high rates of depression and probably anxiety during and after enforced isolation ends. This may increase as enforced isolation continues. Clinical services should offer preventative support and early intervention where possible and be prepared for an increase in mental health problems.
          Article 0 comments Cited 1036 times – based on 0 reviews     Review now
          Article has an altmetric score of 2367
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            US National and State-Level Prevalence of Mental Health Disorders and Disparities of Mental Health Care Use in Children

            Daniel G Whitney, Mark D Peterson (2019)
            This analysis of 2016 National Survey of Children’s Health data estimates the national and state-level prevalence of treatable mental health disorders and mental health care use in US children.
            Article 0 comments Cited 190 times – based on 0 reviews     Review now
            Article has an altmetric score of 1785
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Mental health interventions in schools 1: Mental health interventions in schools in high-income countries.

              Mina Fazel, Kimberly Hoagwood, Sharon Stephan … (2014)
              Mental health services embedded within school systems can create a continuum of integrative care that improves both mental health and educational attainment for children. To strengthen this continuum, and for optimum child development, a reconfiguration of education and mental health systems to aid implementation of evidence-based practice might be needed. Integrative strategies that combine classroom-level and student-level interventions have much potential. A robust research agenda is needed that focuses on system-level implementation and maintenance of interventions over time. Both ethical and scientific justifications exist for integration of mental health and education: integration democratises access to services and, if coupled with use of evidence-based practices, can promote the healthy development of children.
              Article 0 comments Cited 126 times – based on 0 reviews     Review now
              Article has an altmetric score of 130
                Bookmark
                All references

                Author and article information

                Contributors
                Samantha Reaves:
                ORCID: http://orcid.org/0000-0003-0372-7902
                sreaves@som.umaryland.edu
                Journal
                Journal ID (nlm-ta): School Ment Health
                Journal ID (iso-abbrev): School Ment Health
                Title: School Mental Health
                Publisher: Springer US (New York )
                ISSN (Print): 1866-2625
                ISSN (Electronic): 1866-2633
                Publication date (Electronic): 5 January 2022
                Pages: 1-13
                Affiliations
                [1 ]GRID grid.411024.2, ISNI 0000 0001 2175 4264, National Center for School Mental Health, , University of Maryland School of Medicine, ; Baltimore, USA
                [2 ]GRID grid.164971.c, ISNI 0000 0001 1089 6558, Loyola University Chicago, ; Chicago, USA
                [3 ]GRID grid.17635.36, ISNI 0000000419368657, University of Minnesota, ; Minneapolis, USA
                [4 ]GRID grid.47100.32, ISNI 0000000419368710, Yale University, ; New Haven, USA
                [5 ]GRID grid.34477.33, ISNI 0000000122986657, School Mental Health Assessment, Research, and Training Center, , University of Washington School of Medicine, ; Seattle, USA
                Author information
                http://orcid.org/0000-0003-0372-7902
                Article
                Publisher ID: 9493
                DOI: 10.1007/s12310-021-09493-z
                PMC ID: 8729097
                PubMed ID: 35003376
                SO-VID: 66c9e85d-1dfb-475d-9376-9ce5db220b5e
                Copyright © © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022
                License:

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                Date accepted : 2 December 2021
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/100000102, health resources and services administration;
                Award ID: U61MC31885
                Award Recipient :
                Categories
                Subject: Original Paper

                ScienceOpen disciplines: Health & Social care
                Keywords: school mental health,workforce,teams,service provision
                Data availability:
                ScienceOpen disciplines: Health & Social care
                Keywords: school mental health, workforce, teams, service provision

                Comments

                Comment on this article

                scite_
                0
                0
                0
                0
                Smart Citations
                0
                0
                0
                0
                Citing PublicationsSupportingMentioningContrasting
                View Citations

                See how this article has been cited at scite.ai

                scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

                Similar content247

                See all similar

                Cited by3

                See all cited by

                Most referenced authors294

                See all reference authors