Using Network Analysis to Assess School Mental Health Organizational Structure

利用网络分析评估学校心理健康组织结构

• 批准号: 8583208
• 负责人: OLIVER T MASSEY
• 金额: $ 18.69万
• 依托单位: UNIVERSITY OF SOUTH FLORIDA
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-08-20 至 2015-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8583208
• 关键词: Accountability; Address; Adolescent; Area; Attention; Characteristics; Child; Child Mental Health; Child Welfare; Communication; Complex; Coordination and Collaboration; Country; County; Crisis Intervention; Data; Dependence; Development; Ensure; Environment; Foundations; Freedom; Funding; Funding Mechanisms; Health; Health Professional; Health education; Health system; Human Resources; Individual; Institute of Medicine (U.S.); Instruction; Intervention; Investigation; Knowledge; Leadership; Mental Health; Mental Health Services; Mental disorders; Nature; Operating System; Outcome; Pathway Analysis; Performance; Pilot Projects; Play; Population; Prevention; Provider; Psyche structure; Quality of Care; Readiness; Recommendation; Reporting; Research; Research Methodology; Respondent; Rest; Role; Sampling; Schools; Science; Services; Severities; Side; Social Network; Societies; Solid; Structure; Students; Surgeon; System; Time; Training; Translational Research; Translations; Work; base; behavioral health; child mental health service; density; implementation science; improved; innovation; lens; middle school; novel; operation; organizational structure; programs; public health relevance; research study; service intervention; systems research; teacher

DESCRIPTION (provided by applicant): Despite our increasing attention to the provision of school based mental health services, barriers remain to our understanding of how mental health services may be effectively implemented, integrated and sustained in school settings. Part of this difficulty rests with the tremendous burden facing educators in high stakes school environments where performance accountability is at an all-time high. Equally contributing to this difficulty are barriers in implementation and the translation of programs from 'bench-side to bedside' that include not only issues of leadership and readiness for change, but also issues of professional competencies and training, and organizational and structural barriers to operation. In school settings organizational barriers are particularly salient, as mental health professionals and education professionals must address not only their own organizational barriers, but those of the other professional group as well. Therefore a necessary step in advancing the science of school based mental health involves a more thorough understanding how the organization of services in schools contributes to mental health service quality. The purpose of the proposed pilot study is to utilize a service systems research methodology, social network analysis, to assess and understand the nature of communication and role structures among school based mental health professionals and teachers. Because school based mental health services are inclusive of prevention oriented, targeted, intensive services, and crisis interventions, the network analysis includes all levels of service intensity. Based on the limited capacity of the funding mechanism and the pilot nature of the research, the study will be limited to middle school populations, which will allow a sufficient set of schools from which to choose appropriate samples, while maximizing the use of a population for whom mental health services are particularly relevant. The social network analysis will be used to identify the structure of communications and roles among all professional groups within schools. Differences within communication and role structures across service intensity will be compared, and the contribution these structures make to the quality of mental health integration will be assessed. This pilot study will be coordinated by an advisory team composed of the research team, school district student service leaders, and nationally recognized experts in school based mental health services and implementation science. Contingent on our findings, the research will be expanded through R01 funding mechanisms to more thoroughly assess how communication and role structures contribute to individualized mental health outcomes for children, how organizational structures contribute to efficiency and sustainability of school based mental health services, and through R34 funding, how schools may better encourage and facilitate the communication and role structures that are most conducive to effective services through training and professional development practices.

描述（由申请人提供）：尽管我们越来越重视提供学校为基础的心理健康服务，障碍仍然是我们的心理健康服务如何在学校环境中有效地实施，整合和持续的理解。这种困难的部分原因在于，在高风险的学校环境中，教育工作者面临着巨大的负担，在这种环境中，绩效问责制处于历史最高水平。同样造成这一困难的是在实施和翻译的方案从“板凳边到床边”，其中不仅包括领导和准备的问题，而且专业能力和培训的问题，组织和结构的障碍，以操作的障碍。在学校环境中，组织障碍尤其突出，因为心理健康专业人员 教育专业人员不仅必须解决他们自己的组织障碍，而且还必须解决其他专业群体的障碍。因此，在推进学校为基础的心理健康科学的一个必要步骤涉及到更深入地了解如何在学校的服务组织有助于心理健康服务质量。本研究的目的是利用服务系统研究的方法，社会网络分析，以评估和了解校本心理健康专业人员和教师之间的沟通和角色结构的性质。由于学校为基础的心理健康服务包括预防为导向，有针对性的，密集的服务，危机干预，网络分析包括所有级别的服务强度。鉴于供资机制能力有限和研究的试点性质，这项研究将限于中学人口，这将使有足够的学校从中选择适当的样本，同时最大限度地利用心理健康服务特别相关的人口。社会网络分析将用于确定学校内所有专业群体之间的沟通结构和角色。在整个服务强度的沟通和角色结构的差异进行比较，这些结构的贡献，使心理健康整合的质量将进行评估。这项试点研究将由一个咨询小组协调，该小组由研究小组、学区学生服务领导人和国家公认的校本心理健康服务和实施科学专家组成。根据我们的研究结果，该研究将通过R01资助机制进行扩展，以更彻底地评估沟通和角色结构如何有助于儿童的个性化心理健康结果，组织结构如何有助于学校心理健康服务的效率和可持续性，并通过R34资助，学校如何通过培训和专业发展实践，更好地鼓励和促进最有利于有效服务的沟通和角色结构。