2.50
Hdl Handle:
http://hdl.handle.net/10755/164312
Category:
Abstract
Type:
Presentation
Title:
Embracing Complexity: School-Based Mental Health Services
Author(s):
Brady, Joan M.
Author Details:
Joan M. Brady, DNS, RN, D'Youville College, Buffalo, New York, USA, email: nacnsorg@nacns.org
Abstract:
Purpose: This presentation explores the evolution of a western New York county school support program through the lens of Complexity Science. The outcomes at one school, thrust into the edge of chaos by 2 student suicides in November 2002, will be highlighted. Significance: National Institute of Mental Health Web site reports suggest that up to 50% of lifetime mental illness has its onset by age 14. The illness burden borne by children and their families has been described as a health crisis. Design/Background/Rationale: Fewer than half of the children in need of mental health treatment receive it. School Support is a New York state initiative designed to meet this need by embedding services in the community and forming partnerships with the school system/mental health services/family support services. Methods/Description: Since August 2001, a western New York county mental health department has joined with 5 schools to provide counseling, crisis intervention, and student and family support services to students with serious mental health needs. Findings/Outcomes: As of November 2004, 3 School Support programs were in operation. Displaying the property of distributed control, each program was allowed to evolve according to the unique resources and needs of the community. One of these programs developed into a free-standing mental health clinic and reported improved attendance and retention rates for at-risk students who received School Support services. Additionally, grade improvement for about 9% of the students was noted, and there was a 25% decrement in serious disciplinary offenses. Conclusions: Partnership with key school personnel and families appears crucial to program success - an exemplar of the property of relationships/interactions.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2006
Conference Name:
CNS Leadership: Soaring to New Heights
Conference Host:
NACNS - National Association of Clinical Nurse Specialists
Conference Location:
Salt Lake City, Utah, USA
Description:
Conference theme: CNS Leadership: Soaring to New Heights, held March 15-18, 2006 in Salt Lake City, Utah, USA
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleEmbracing Complexity: School-Based Mental Health Servicesen_GB
dc.contributor.authorBrady, Joan M.en_US
dc.author.detailsJoan M. Brady, DNS, RN, D'Youville College, Buffalo, New York, USA, email: nacnsorg@nacns.orgen_US
dc.identifier.urihttp://hdl.handle.net/10755/164312-
dc.description.abstractPurpose: This presentation explores the evolution of a western New York county school support program through the lens of Complexity Science. The outcomes at one school, thrust into the edge of chaos by 2 student suicides in November 2002, will be highlighted. Significance: National Institute of Mental Health Web site reports suggest that up to 50% of lifetime mental illness has its onset by age 14. The illness burden borne by children and their families has been described as a health crisis. Design/Background/Rationale: Fewer than half of the children in need of mental health treatment receive it. School Support is a New York state initiative designed to meet this need by embedding services in the community and forming partnerships with the school system/mental health services/family support services. Methods/Description: Since August 2001, a western New York county mental health department has joined with 5 schools to provide counseling, crisis intervention, and student and family support services to students with serious mental health needs. Findings/Outcomes: As of November 2004, 3 School Support programs were in operation. Displaying the property of distributed control, each program was allowed to evolve according to the unique resources and needs of the community. One of these programs developed into a free-standing mental health clinic and reported improved attendance and retention rates for at-risk students who received School Support services. Additionally, grade improvement for about 9% of the students was noted, and there was a 25% decrement in serious disciplinary offenses. Conclusions: Partnership with key school personnel and families appears crucial to program success - an exemplar of the property of relationships/interactions.en_GB
dc.date.available2011-10-27T11:46:02Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:46:02Z-
dc.conference.date2006en_US
dc.conference.nameCNS Leadership: Soaring to New Heightsen_US
dc.conference.hostNACNS - National Association of Clinical Nurse Specialistsen_US
dc.conference.locationSalt Lake City, Utah, USAen_US
dc.descriptionConference theme: CNS Leadership: Soaring to New Heights, held March 15-18, 2006 in Salt Lake City, Utah, USAen_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.en_US
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