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L3 Therapeutic Model site.

Judith A DeJong1, Joel M Hektner

  • 1Lanham, MD 20706, USA. judithdejong@comcast.net

American Indian and Alaska Native Mental Health Research (Online)
|July 3, 2007
PubMed
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Residential school L3 focused on professional mental health services but faced challenges. Despite interventions, low student retention and high psychiatric hospitalizations persisted, indicating systemic issues.

Area of Science:

  • Child and Adolescent Psychiatry
  • Educational Psychology
  • Mental Health Services Research

Background:

  • L3, an intertribal residential school, implemented programs based on Circle of Courage and Asset-Building principles.
  • Successful grant-writing led to a comprehensive suite of services, including numerous mental health professionals.

Purpose of the Study:

  • To evaluate the effectiveness of intensive, professional-level mental health services at L3.
  • To assess the impact of these services on student retention and well-being.

Main Methods:

  • The evaluation involved site assessment focusing on the provision of Level Three (professional-level) psychiatric and medical mental health services.
  • Data collection included analysis of retention rates, staff-to-student ratios, environmental factors, and rates of psychiatric diagnoses and hospitalizations.

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Main Results:

  • The site was heavily oriented towards professional mental health services, with a high proportion of students receiving diagnoses and medication.
  • Concerns were raised regarding low retention, diffusion of responsibility among over 200 staff, and environmental factors potentially harming social-emotional development.
  • Despite adding paraprofessional case managers, retention remained low, and assaults and psychiatric hospitalizations were high compared to other sites.

Conclusions:

  • Intensive professional mental health services alone did not resolve issues of low student retention and high psychiatric incidents at L3.
  • Systemic factors, including staff diffusion of responsibility and potentially detrimental environmental elements, require further attention.
  • The model's effectiveness in promoting long-term student well-being and stability needs re-evaluation.