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Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health

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TypeOfResource
Text
TitleInfo
Title
Re-Designing Community Mental Health Services for Urban Children: Supporting Schooling to Promote Mental Health
Name (authority = orcid); (authorityURI = http://id.loc.gov/vocabulary/identifiers/orcid.html); (type = personal); (valueURI = http://orcid.org/0000-0002-0622-4123)
NamePart (type = family)
Atkins
NamePart (type = given)
Marc S.
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = orcid); (authorityURI = http://id.loc.gov/vocabulary/identifiers/orcid.html); (type = personal); (valueURI = http://orcid.org/0000-0002-7649-118X)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa S.
Affiliation
School Psychology (Graduate School of Applied and Professional Psychology, GSAPP), Rutgers University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Frazier
NamePart (type = given)
Stacy L.
Affiliation
Florida International University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Schoenwald
NamePart (type = given)
Sonja
Affiliation
Medical University of South Carolina
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Cappella
NamePart (type = given)
Elise
Affiliation
New York University
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Marinez-Lora
NamePart (type = given)
Ane
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Mehta
NamePart (type = given)
Tara G.
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Lakind
NamePart (type = given)
Davielle
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Cua
NamePart (type = given)
Grace
Affiliation
University of Illinois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Bhaumik
NamePart (type = given)
Runa
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (type = personal)
NamePart (type = family)
Bhaumik
NamePart (type = given)
Dulal
Affiliation
University of Illiniois at Chicago
Role
RoleTerm (authority = marcrt); (type = text)
author
Name (authority = RutgersOrg-Department); (type = corporate)
NamePart
School Psychology (Graduate School of Applied and Professional Psychology, GSAPP)
Name (authority = RutgersOrg-School); (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology (GSAPP)
Genre (authority = RULIB-FS)
Article, Refereed
Genre (authority = NISO JAV)
Accepted Manuscript (AM)
Note (type = peerReview)
Peer reviewed
OriginInfo
DateIssued (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2015
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
PhysicalDescription
InternetMediaType
application/pdf
Extent
42 p.
Extension
DescriptiveEvent
Type
Citation
DateTime (encoding = w3cdtf)
2015
AssociatedObject
Name
Journal of Consulting and Clinical Psychology
Type
Journal
Relationship
Has part
Detail
839-852
Identifier (type = volume and issue)
83(5)
Reference (type = url)
http://dx.doi.org/10.1037/a0039661
Abstract (type = abstract)
Objective: This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Method: Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children’s learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 teachers, 171 children) in a 2 (Links to Learning vs. services as usual) × 6 (pre- and posttests for 3 years) longitudinal design with random assignment of schools to conditions. Services as usual consisted of supported referral to a nearby social service agency. Results: Mixed effects regression models indicated significant positive effects of Links to Learning on mental health service use, classroom observations of academic engagement, teacher report of academic competence and social skills, and parent report of social skills. Nonsignificant between-groups effects were found on teacher and parent report of problem behaviors, daily hassles, and curriculum-based measures. Effects were strongest for young children, girls, and children with fewer symptoms. Conclusion: Community mental health services targeting empirical predictors of learning can improve school and home behavior for children living in high-poverty urban communities
Subject (authority = LCSH)
Topic
Community mental health services
Subject (authority = LCSH)
Topic
City children
Subject (authority = LCSH)
Topic
Education
Subject (authority = LCSH)
Topic
Child mental health
RelatedItem (type = host)
TitleInfo
Title
Shernoff, Elisa S.
Identifier (type = local)
rucore30199200001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T30K2BNC
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RightsDeclaration (AUTHORITY = FS); (ID = rulibRdec0004)
Copyright for scholarly resources published in RUcore is retained by the copyright holder. By virtue of its appearance in this open access medium, you are free to use this resource, with proper attribution, in educational and other non-commercial settings. Other uses, such as reproduction or republication, may require the permission of the copyright holder.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsEvent
Type
Permission or license
AssociatedObject
Type
License
Name
Multiple author license v. 1
Detail
I hereby grant to Rutgers, The State University of New Jersey (Rutgers) the non-exclusive right to retain, reproduce, and distribute the deposited work (Work) in whole or in part, in and from its electronic format, without fee. This agreement does not represent a transfer of copyright to Rutgers.Rutgers may make and keep more than one copy of the Work for purposes of security, backup, preservation, and access and may migrate the Work to any medium or format for the purpose of preservation and access in the future. Rutgers will not make any alteration, other than as allowed by this agreement, to the Work.I represent and warrant to Rutgers that the Work is my original work. I also represent that the Work does not, to the best of my knowledge, infringe or violate any rights of others.I further represent and warrant that I have obtained all necessary rights to permit Rutgers to reproduce and distribute the Work and that any third-party owned content is clearly identified and acknowledged within the Work.By granting this license, I acknowledge that I have read and agreed to the terms of this agreement and all related RUcore and Rutgers policies.
RightsEvent
Type
Publication notice
Detail
This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
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RULTechMD (ID = TECHNICAL1)
ContentModel
Document
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