Caring Across Communities: A School-Based Model for Community Mental Health Partnerships

1. Caring Across Communities: A School-Based Model for Community Mental Health Partnerships Mark Sander, PsyD, LP Hennepin County/Minneapolis Public Schools Jim Johnson, MSW, LICSW Minneapolis Public Schools

2. Why Mental Health in Schools? • Over the last decade there has been a growing interest and expansion in SMHP • School are a point of universal access • If integrated well can establish a continuum of prevention, early intervention and treatment • Utilizes natural environment of generalization of skills • School have great impact on social/emotional development and well being of children • School can be non-threatening environment (de-stigmatize mental health)

3. Vision Statement • Form public/private partnerships to deliver a broad continuum of high quality mental health services to the students and families of Minneapolis Public Schools that are universally accessible, culturally competent, effective, compliant with data privacy requirements and sustainable

4. Guiding Principle We did not create a new set of services. We looked for opportunities to: • Align current efforts • Capitalize on the strengths and resources of current services and providers • Help partners meet organizational goals and mandates • Create universal access • Understand the needs and workings of each partner • Develop trust and transparency among the partners

5. EXPANDED SCHOOL MENTAL HEALTH (ESMH) • ESMH framework • Dr. Mark Weist and colleagues – Center for School Mental Health • Builds on existing resources and strengthens in schools partnering with school staff to develop a full continuum of mental health services • Expanded = augment, build upon; NOT duplicate or replace

6. Program Overview The Continuum includes: • On site services for prevention, early intervention, screening, diagnostic evaluation and treatment (including individual, family and group) • Teacher consultation • Capacity Building – School staff training As needed: • Access to Targeted Mental Health Case Management • Day Treatment • Residential Treatment • Crisis Assessment and Intervention

7. What it looks like at a school • Community Mental Health Agency provides full time mental health professional at each school • SMH clinician partners with student support staff • The activities and services of the clinician augment the work done by student support staff to achieve a broad continuum of services and supports • Range of services: both direct child and family specific as well as school-wide services, including assessment and treatment, teacher consultation, care coordination, classroom presentations, school-wide trainings

8. School and Provider Matching • School need and readiness to engage in ESMH • Traditionally underserved populations • Principal commitment and support • Appropriate of student support services • Interest and commitment by school staff to support services • Who the partners were • Cultural and linguistic match • Presence and reputation in the community • Have necessary infrastructure for sustainability

9. Immigrants and Refugees • Poverty rates are higher for children in immigrant and refugee families than children in native-born families • Parents are more likely to perform low-wage work with no benefits (lack of health insurance) or limited benefits • Pre-migration, migration, and post-migration exposure to traumatic events creates vulnerabilities • People with limited English proficiency (LEP) are less likely to seek care and receive needed services (even when economic factors and ethnicity are accounted for)

10. Minneapolis Context Minneapolis is a culturally diverse city, The school district has: • 76% Students of Color • 26% English Language Learners • Large African immigrant population • Largest Somali and Oromo communities in the nation • Growing Spanish speaking population

11. Considerations for Diverse Communities • Improving language access – bilingual and bicultural providers • Outreach and bi-directional education • Providing culturally specific support services • Enhancing service by training and adapting interventions

12. Ethnicity: 2005-2008

13. 2005-2008 Data

14. 2005-2008 Year Highlights • During the past 3 ½ years, 750 students have been referred to the program and more than 85% of those students (more than 660 students) were seen at least once face to face; 65% 1st time receiving services • The program provides equal access to all students regardless of general or special education status, ethnicity, or if they are English Language Learners. • Students and families had quicker access to mental health services - more than 70% students and families were seen within two weeks. • Students and families show continued engagement in the intervention services, evidenced by the average number of face to face visits is 13.5 and that students and families keep over 90% of their scheduled appointments. • Range of intensity – 1-9 visits (54%, 42%), 10-29 (33% , 45%) and 30-70 (14%, 13.5%)

15. 2005-2008 Outcomes • Feedback from principals and assistant principals: • 90% reported Excellent/Good quality and strongly agreed got service I wanted • 80% would strongly recommend/recommend to other families • Mental Health Outcomes are improving at reported by teacher and parent on SDQ • Impact on suspensions • Intervention Yr (SY07) – (n=82) 50% reduced 1-6, 32% stayed the same (SY06-SY07); SY05 mean 1.5, SY06 mean 2.26 – trending up before SY07 • Analyzing impact on student suspended 3 times or more

16. Critical Partners • Community mental health staff • Minneapolis Public Schools • Hennepin County Children’s Mental Health • The Mental Health Collective • La Familia Guidance Center • Washburn Guidance Center • Hennepin County – Office of Multicultural Services • African Aid • MPS Family Resource Center

17. Thanks to… • Safe School Healthy Students Grant – US Dept of Education, US Dept of Juvenile Justice, US Dept Health and Human Services • Robert Wood Johnson Foundation • Medica Foundation • NorthStar Foundation • Blue Cross/Blue Shield Foundation • Leah Kayless Ingber Foundation • Hennepin County Children’s Mental Health Collaborative • MN Department of Human Services, Department of Children’s Mental Health

18. Contact Information • Mark Sander, PsyD, LP Minneapolis Public Schools/Hennepin County • Coordinator, Minneapolis School Mental Health Program • Email: mark.sander@co.hennepin.mn.us • Phone: 612-668-5489 • Jim Johnson, MWS, LICSW Minneapolis Public Schools • Director, Student Support Services • Email: jim.johnson@mpls.k12.mn.us • Phone: 612-668-5432