Community Partnership Consultation Model: A Consultative Approach for Supporting School-Based Behavioral Health

Author(s):  
Melissa M. Pearrow ◽  
Andria Amador ◽  
Kristine M. Dennery
2020 ◽  
Vol 42 (2) ◽  
pp. 79-87
Author(s):  
Amy J Kaye ◽  
Vanja Pejic ◽  
Molly Jordan ◽  
Kristine M Dennery ◽  
David R DeMaso

Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.


Author(s):  
Linda Charmaraman ◽  
Amanda M. Richer ◽  
Megan A. Moreno

We examined how risk level of video games, measured by maturity and violence level, was associated with behavioral health, social impacts, and online social interactions. School-based surveys in two different cohorts assessed self-reported gaming behaviors, health, and social media use. For Study 1, our 700 participants were 52% female and 48% White (mean age 12.7). Middle school students who played the high-risk games reported higher depressive symptoms and problematic internet behaviors, less sleep, more time spent playing games, and higher frequency of checking social media than non-gaming students. Those who played high-risk games were less likely to play alone and to play with strangers than those who played minimal-risk games. For Study 2, our 772 participants were 50% female and 57% White (mean age 12.6). Similar to Study 1, we found that those who played the high-risk games spent significantly more time playing games, were more interactive with other players, and had poorer sleep outcomes than non-high-risk gamers. Additionally, playing high-risk games had significantly different social impacts of gaming compared to less-risky gaming, including spending more money on games, spending less time on homework and with family or skipping meals due to gaming. Mature and violent content of video games and amount of online social interaction associated with gaming play a strong role in behavioral health and social impacts within families. These results can inform guidelines to intervene when problematic behaviors emerge.


2019 ◽  
Vol 89 (12) ◽  
pp. 1013-1023 ◽  
Author(s):  
Aaron R. Lyon ◽  
Kelly Whitaker ◽  
Laura P. Richardson ◽  
William P. French ◽  
Elizabeth McCauley

1974 ◽  
Vol 5 (3) ◽  
pp. 267-276 ◽  
Author(s):  
Nadine M. Lambert

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