Adapting and implementing TeamSTEPPS in school mental health

项目总结 儿童通过学校获得的心理健康服务比通过任何其他公共系统或机构都要多。 以学校为基础的精神卫生保健通常由社区精神卫生诊所签约提供 校本服务。该团队在提供有效的循证护理方面取得成功的一个限速步骤是 以提供行为健康服务为重点的精神健康团队的使命和工作是 与资源不足的学校的教育使命和需求并不总是一致。参与者将是 来自费城社区心理健康网络和公立学校的校队。 加强循证做法的采用、实施和可持续性的现有方法 还没有解决这种常见的并置服务模型带来的挑战，例如不同的 目标和缺乏协调与合作。团队战略和工具，以提高绩效和 患者安全(TEAMSTEPPS)已在医疗保健环境中广泛传播，并提供了一种前景看好的 应对学校心理健康团队中的沟通和氛围的策略。费城提供了一个 探讨TEAMSTEPPS对组织间流程的影响的理想环境，因为 费城严重依赖心理健康机构为学校提供服务。大多数学生都很低落 收入少数群体儿童，使我们能够同时处理多个AHRQ优先群体。我们 建议采取参与式方法，协作确定解决并置学校中的挑战的解决方案- 基于利益相关者反馈的基于TEAMSTEPPS的心理健康服务 医疗团队与学校的合作。与AHRQ的优先事项保持一致，将不良事件降至最低，最大限度地 康复和支持360度以人为本的团队关怀，我们提出了以下目标。首先，在目标1中 我们将收集主要利益相关者对配置学校心理健康服务的挑战的看法 通过形成性工作为目标2的协作规划和能力建设活动提供信息。然后，在目标2 我们将确定组织间的挑战和TEAMSTEPPS需要适应的组件。我们会 建立一个顾问委员会，并调整TEAMSTEPPS。AIM 2的产品将是改装的TEAMSTEPPS， 针对学校心理健康和学校雇用人员，并具体、量身定制 与TEAMSTEPPS一起实施改善学校服务的战略。最后，我们会 探讨TEAMSTEPPS的可行性、可接受性和实用性，以及在目标2中提出的关于国际 八所学校的专业合作、团队合作和学生成果。

PROJECT SUMMARY Children obtain more mental health services through schools than through any other public system or agency. School-based mental health care often is provided by community mental health clinicians contracted to deliver school-based services. A rate-limiting step to the team's success in providing effective, evidence-based care is that the mission and work of the mental health teams, whose focus is on behavioral health service delivery, is not always consistent with the educational mission and needs of under-resourced schools. Participants will be drawn from school-based teams in Philadelphia's community mental health network and public schools. Existing methods to enhance the adoption, implementation, and sustainability of evidence-based practices have not addressed the challenges that this common model of collocated services poses, such as disparate goals and lack of coordination and collaboration. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been widely disseminated in health care settings and provides a promising strategy for addressing communication and climate in school mental health teams. Philadelphia provides an ideal context in which to explore the impact of TeamSTEPPS on inter-organizational processes because Philadelphia relies heavily on mental health agencies to provide services in schools. Most students are low income minority children, allowing us to simultaneously address multiple AHRQ priority populations. We propose to take a participatory approach to collaboratively identify solutions to challenges in collocated school- based mental health services based upon the feedback of stakeholders using TeamSTEPPS to support mental health team-school collaboration. Consistent with AHRQ priorities to minimize adverse events, maximize recovery and support 360° person-centered team-based care, we propose the following aims. First, in Aim 1 we will capture key stakeholder perspectives about challenges in collocated school mental health services through formative work to inform collaborative planning and capacity building activities in Aim 2. Then, in Aim 2 we will identify inter-organizational challenges and required components of TeamSTEPPS to adapt. We will establish an advisory board and adapt TeamSTEPPS. The product of Aim 2 will be an adapted TeamSTEPPS, directed toward both school mental health and school-employed personnel, and specific, tailored implementation strategies to improve services in schools in conjunction with TeamSTEPPS. Finally, we will explore the feasibility, acceptability, and utility of TeamSTEPPS and the strategies generated in Aim 2 on inter- professional collaboration, teamwork, and student outcomes in eight schools.