ERIC Number: EJ1429929
Record Type: Journal
Publication Date: 2024-Jul
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2578-4218
EISSN: EISSN-2578-4226
Importance, Quality, and Engagement: School Mental Health Providers' Perceptions Regarding Within-District Transition Care Coordination Practices
Malena A. Nygaard; Tyler L. Renshaw; Heather E. Ormiston; Jack Komer; Austin Matthews
School Psychology, v39 n4 p366-376 2024
Although care coordination (CC; i.e., the organization of care activities between professionals to facilitate appropriate service delivery; McDonald et al., 2007) has yet to be studied extensively within schools, preliminary research suggests coordinating school mental health supports can be beneficial (Francis et al., 2021) and that interprofessional and interagency collaboration is warranted to meet student needs (McClain et al., 2022). We examined the perceptions of school mental health providers (SMHPs) regarding importance, quality, and engagement with within-district transition CC practices within a multitiered system of support framework. Participants were 163 SMHPs who endorsed being involved in designing, providing, or implementing mental health services in a U.S. school district. The three scales used to measure engagement with CC practices were based on the "Care Coordination Measures Atlas" (McDonald et al., 2014) and were found to have promising preliminary psychometrics. Descriptive statistics indicated SMHPs endorsed CC as very important but perceived school and district personnel to view it as less important, reported their own quality of CC was slightly above that of their school and district, and regularly engaged in broad CC practices. Moreover, bivariate correlations indicated SMHP's personal views of CC importance were not associated with the quality of school and district CC, yet engagement in broad CC activities was associated with transition facilitation practices, and attitudes about CC were associated with engagement in broad CC activities. Implications of findings are discussed.
Descriptors: Mental Health, School Psychologists, School Community Relationship, School Social Workers, Intervention, Integrated Services, Employee Attitudes
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: S184X190033