MH Services & Predictors of Learning in Urban Schools

描述（由申请人提供）：本申请将研究以学校为基础的城市低收入儿童和家庭的心理健康服务模式，该模式以学校教育对儿童的社会和情绪调整至关重要的经验证据为指导，并以学业成绩对儿童心理健康的直接和间接益处的证据为指导。这项建议的一个主要假设是，调整心理健康资源，以支持儿童的学习将导致更强大的心理健康结果的儿童，相对于心理健康服务像往常一样。该模型建立在NIMH资助的一项研究计划的累积证据之上，该研究计划以内城芝加哥公立学校为基础，社区心理健康提供者与（1）家长倡导者合作，有效地维持家庭在以学校为基础的心理健康计划中，（2）课堂教师，以提高儿童的学习成绩，（3）同侪认同的有影响力教师（关键意见领袖）影响任课教师使用行为管理策略。该建议复制并扩展了这些协作模型，以专注于学生学习的最强大的教师和家长预测。该提案还建立在研究小组与伊利诺伊州心理健康部门和芝加哥公立学校之间正在进行的合作的基础上，为制定有效的社区心理健康模式与城市学校合作的公共政策提供信息。关键的研究问题将通过2个条件（实验与比较）X 5个时间点（基线，时间2，时间3，时间4，随访）纵向设计进行检查，随机分配15所学校到43所合格学校的条件，这些学校具有相似的规模，种族代表性，贫困水平和相邻的高贫困社区的成就。幼儿园至四年级有一种或多种破坏性行为障碍的儿童（n = 473）将通过教师筛选和后续标准化家长和教师评级进行鉴定。15所学校将被随机选择并分配到一个比较心理健康服务，如往常一样的条件下，或实验干预条件，其中心理健康提供者（MHP）将与关键意见领袖（KOL）教师合作，家长倡导者（PA）提供咨询，以儿童的课堂教师和家长的循证策略为目标的预测儿童的学习。据推测，相对于比较网站，实验学校心理健康干预将导致改善儿童的学习成绩，在家里的行为，在学校的行为相对于治疗照常比较。教师和家长的表现对学习预测的中介作用将被检查沿着与可能的调节作用的儿童，家庭和教师的特点。实验模型是一致的，最近呼吁上下文相关的理解儿童的心理健康需求和能力，并响应需要在贫困，脆弱和服务不足的社区提供心理健康服务的替代模式。 -

DESCRIPTION (provided by applicant): This application will study a model for school-based mental health services for urban low-income children and families that is guided by empirical evidence for schooling as critical for children's social and emotional adjustment, and by evidence for the direct and indirect benefits of academic achievement for children's mental health. A primary hypothesis of this proposal is that aligning mental health resources to support children's learning will lead to stronger mental health outcomes for children, relative to mental health services as usual. The model builds on cumulative evidence from a program of NIMH-funded research based in inner city Chicago Public Schools in which community mental health providers collaborated with (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers (key opinion leaders) to influence classroom teacher's use of behavior management strategies. This proposal replicates and extends these collaborative models to focus on the most robust teacher and parent predictors of student learning. The proposal also builds on an ongoing collaboration between the research team with the Illinois State Division of Mental Health and the Chicago Public Schools, to inform public policy on the development of effective models for community mental health collaboration with urban schools. The key research questions will be examined by a 2 conditions (Experimental vs. Comparison) X 5 time points (baseline, time 2, time 3, time 4, follow-up) longitudinal design with random assignment of 15 schools to conditions from a pool of 43 eligible schools of similar size, ethnic representation, poverty level, and achievement in adjacent high poverty neighborhoods. Children (n = 473) with one or more Disruptive Behavior Disorder in Kindergarten through 4th grades will be identified by teacher screening and follow-up standardized parent and teacher ratings. Fifteen schools will be randomly selected and assigned to either a comparison mental health services-as-usual condition, or to the experimental intervention condition, in which mental health providers (MHPs) will work in collaboration with key opinion leader (KOL) teachers, and parent advocates (PAs) to provide consultation to children's classroom teachers and parents on evidence-based strategies for targeted predictors of children's learning. It is hypothesized that, relative to comparison sites, the experimental school mental health intervention will lead to improvement in children's academic performance, behavior at home, and behavior at school relative to the treatment-as-usual comparison. Mediational effects of teacher and parent performance on predictors of learning will be examined along with possible moderating effects of child, family, and teacher characteristics. The experimental model is consistent with recent calls for a contextually-relevant understanding of children's mental health needs and capacities, and responds to the need for alternative models for mental health service delivery in impoverished, vulnerable, and under-served communities. -