Project Description: Integration of Family Support and Mental Health Services Within the Elementary School examined how family and mental health services are delivered within the elementary school setting and determined the effectiveness of specific delivery models in meeting the needs of the schools, families, and children involved.
Since the advent of Public Law 94142 in 1975, school districts across the country have been struggling with the mandate to educate children with learning disabilities. Schools have been held accountable for removing learning barriers for members of this population, many of whom have substantial family, emotional, and social problems that impact their performance in school. This activity includes a literature review and field study. Its objectives are to reduce gaps in our knowledge about how family and mental health services are delivered within the elementary school setting, and to determine the effectiveness of specific delivery models in meeting the needs of the schools, families, and children involved. The field study is described in the Study Design. It compares three family/mental health program variations being implemented in the Baltimore City Public Schools and addresses the following questions: (1)What are the specific process components of family support and mental health programs that lead to positive child, family, and school outcomes? (2) What are the specific organizational structures that lead to improved coordination of services? (3) Are there any opportunities lost by the delivery of family and mental services within the school? (4) What makes for successful implementation of within-school programs? and (5) What are the long-term benefits of these programs for children, families, and schools?
Upon completion of the literature review in Year 1, a field study was carried out in Years 2 and 3 comparing three program variations: comprehensive family and mental health services, family and mental health services supported by Chapter 1 funds and implementing the Success for All model, and representative Chapter 1 schools. The project was completed with the collection of data from 85 Success for All sites. A final report is being prepared.
Project Director: Dolan, Lawrence
Institution: Johns Hopkins University
Activity ID: 8107-20019
Name of Activity: Integration of Family Support and Mental Health Services Within the Elementary School
Study Design: The field study is conducted in the Baltimore City Public Schools using a research design that compares three program variations, two of which are within the area of family and mental health services. These three variations are: (1) comprehensive family and mental health services; (2) family and mental health services supported solely by Chapter 1 funds; and (3) representative Chapter 1 comparison schools. Variants (1) and (2), described below, are being implemented in, respectively, two and five Success for All (SFA) schools (see Activity 20001). Seven comparison schools are matched with the SFA schools, but they do not have an SFA program facilitator and have not implemented the SFA family support model. They do, however, have staffs comparable to variant (2). In variant (1), a coordinated service team (composed of a parent liaison, school social worker, counselor, attendance monitor, and SFA program facilitator) provides parent education, increases parent involvement, addresses attendance concerns, delivers family and mental health services, and deals with specific student behavioral problems that might interfere with school learning. The team also coordinates outside family and mental health services and uses a three-stage assessment system to pinpoint students' service needs early in their school careers. Variant (2) involves a family support team composed of a parent liaison, a half-time SFA facilitator, and a part-time counselor. Similar but more limited services are provided. The researchers monitor the services received by the families and students in order to ascertain who delivers services, who receives services, and the duration of service. They also monitor referral patterns, to both internal and external support services and agencies. The research team interviews teachers and administrators at each site twice yearly, and teachers rate children periodically with regard to adaptation to classroom and emotional well being. Finally, as a component of the overall SFA evaluation, the researchers obtain baseline and periodic student assessments, such as the California Achievement Tests; school attendance, retention and special education records; and measures of self esteem, social competence, and school motivation.
Unit of Analysis: The unit of analysis is the individual student.
Generalizability: Because the study is based on a purposive sample, findings are generalizable only to students in the participating schools.
Sample Description: The study is based on a purposive sample of SFA and matched Chapter 1 schools. Two SFA schools have comprehensive family and mental health services (i.e., variant (1)), and five schools have more limited Chapter 1 supported family and mental health services (variant (2)). There are seven matched Chapter 1 comparison schools (variant (3)). The number of students studied within these schools is unspecified.
Dependent Variables: Dependent variables include test scores and attendance, retention, and special education rates, as well as measures of self esteem, social competence, and school motivation.
Independent Variables: The independent variable is the program variant, (1), (2), or (3), see above.
External Variables Controlled: No control procedures or variables are specified.
Statement of Finding(s): Promising school-based integrative services models share common components: collaborative planning, ownerships by the school, redefinition of the principal's role, the establishment of a case manager position, sharing of resources, gradual phase-in of program components, and extensive training and staff development.
Description of Findings: Five models are described that demonstrate the range of school-based integrated services. Some of the models are prescriptive, others are more loosely structured. Some are part of a larger school restructuring process, others are more focused on specific services. All attempt to broaden the human service safety network that supports the schools in achieving their goals for children. Questions of impact of these programs need to be addressed, but not before the programs reach a stable level of activity.
Are data from the study available? Yes
-###-
![[ Previous Project ]](/icons/prev.gif){kind=icon}
![[ Center Description ]](/icons/up.gif){kind=icon}
![[ Next Project ]](/icons/next.gif){kind=icon}