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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Functional Near-Infrared Spectroscopy Hyperscanning Study in Psychological Counseling
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Bridging K-12 Student Mental Health Policy to Practice Gaps with a Multi-Component Framework.

Lindsay Brindley1, Paul Bauer2, Alan J Card3,4

  • 1Systems Improvement Facilitator, Eastern Upper Peninsula Intermediate School District, Sault Sainte Marie, MI, USA.

Administration and Policy in Mental Health
|August 12, 2024
PubMed
Summary
This summary is machine-generated.

Bridging policy and practice in K-12 education requires integrating the Five Guiding Principles, Evolutionary Systems Improvement (ESI), and BioPsychoSocioTechnical Systems Theory (BPST) to improve student mental health outcomes.

Keywords:
BioPsychoSocialTechnical systems theory (BPST)Evolutionary systems improvement (ESI)K-12 schoolsMulti-tiered system of supports (MTSS)Policy to practice gapsPublic mental health

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Area of Science:

  • Educational Psychology
  • Public Health Policy
  • Systems Science

Background:

  • K-12 schools are critical for student mental health interventions in the U.S.
  • The MultiTiered System of Supports (MTSS) is a prevalent policy framework for behavioral and mental health in schools.
  • Complexities in organizational structures and policy-to-practice disconnects hinder effective MTSS implementation and student outcomes.

Purpose of the Study:

  • To propose an integrated, multi-component solution to bridge policy-to-practice gaps in school mental health.
  • To enhance the effectiveness of MultiTiered System of Supports (MTSS) through a novel framework.

Main Methods:

  • Integration of the Massachusetts School Mental Health Consortium's Five Guiding Principles.
  • Application of the Evolutionary Systems Improvement (ESI) methodology for school improvement.
  • Utilizing the BioPsychoSocioTechnical Systems Theory (BPST) ontological framework.

Main Results:

  • Individual components have demonstrated systems-level improvements exceeding compliance-based approaches.
  • The integrated approach offers a multi-level solution for systematic improvement.
  • Establishes conceptually-guided, measurement-based loops to overcome policy limitations.

Conclusions:

  • Integrating the Five Guiding Principles, ESI, and BPST provides a robust framework for coordinated school mental health.
  • This multi-component solution systematically addresses barriers to improve student mental health.
  • The proposed model supports stakeholders in achieving better outcomes than traditional methods.