ERIC Number: EJ1430002
Record Type: Journal
Publication Date: 2024-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2578-4218
EISSN: EISSN-2578-4226
Applying the Extension for Community Healthcare Outcomes (ECHO) Model to Promote Collaborative and Effective School Mental Health Services
Michael D. Lyons; Faith Zabek; Tameka O. Grimes; Sarah K. Downey; Julia V. Taylor; Kathryn L. Zeanah
School Psychology, v39 n4 p407-418 2024
School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities--sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model--influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = 0.83) and knowledge of evidence-based practices (d = 0.37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services.
Descriptors: Mental Health Programs, Student Welfare, Mental Health, Access to Health Care, Training, Electronic Learning, Mentors, School Counselors, School Psychologists, School Nurses, School Social Workers, Self Efficacy, Evidence Based Practice, Pretests Posttests, Group Instruction, Communities of Practice, Interprofessional Relationship, Attitudes, Knowledge Level, Relevance (Education), School Districts, Elementary Secondary Education
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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (OESE) (ED)
Authoring Institution: N/A
Grant or Contract Numbers: S184X190023