Handbook of School Mental Health: Innovations in Science and Practice

Contents
Part I: State of the Science for School Mental Health Interventions
	1: How Do We Know If a School Mental Health Intervention Is Effective: An Introduction to the Section on the State of the Science for School Mental Health Interventions
		What Do We Want to Change?
		References
	2: Universal, School-Based Social and Emotional Learning Interventions and Their Potential to Improve Students’ Mental Health
		What Do We Mean When We Talk About Mental Health, and Why Does Mental Health Matter?
		Why Are Schools Important Settings for the Promotion of Mental Health?
			The Rationale for Universal, School-Based Interventions
		What Are Social and Emotional Learning Interventions?
			Zippy’s Friends
			Promoting Alternative Thinking Strategies
			How and Why Might SEL Interventions Improve Students’ Mental Health?
		What Does the Evidence Base Tell Us About the Potential of Universal SEL Interventions to Improve Students’ Mental Health?
			Intervention Effect Modifier 1: Implementation Variability
			Intervention Effect Modifier 2: Subgroup Effects
			Are Universal SEL Interventions ‘Worth It’?
		Current and Future Directions
		References
	3: School-Based Interventions for Students with Anxiety
		Introduction
		Rationale for School-Based Interventions for Anxiety
		Effectiveness of School-Based Interventions for Anxiety
		Primary Prevention (Universal Interventions)
		Secondary Prevention (Selective and Indicated) Interventions
		Tertiary Interventions
		Future Directions
		Conclusions
		References
	4: Interventions for Students with Depression
		Nature and Impact of the Problem
			Epidemiology
			Functional Impairment
		Targets of Intervention
			Cognitive and Behavioral Targets for Intervention
			Interpersonal Targets for Intervention
			Family and Socioecologic Targets for Intervention
		Approaches to Intervention
			Cognitive Behavioral Therapy
			Interpersonal Therapy
			Family Therapy
			Feasibility Within Schools
		School Mental Health Programs
			Multi-tiered Systems in Schools
			Prevention or Tier 1 and 2 Programming
				Penn Resiliency Program
				Blues Program
			Intervention Programs
				Primary and Secondary Control Enhancement Training (PASCET)
				Interpersonal Psychotherapy for Adolescents
			Promising Intervention Programs
				Action
				Adolescent Coping with Depression Course (CWD-A)
			Modular Therapy
				The Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, or Conduct Problems (MATCH-ADTC)
			Implementation Considerations
		Conclusion
		References
	5: Interventions for Students with Social Impairment
		Introduction
		Nature and Impact of the Problem
		Malleable Factors That Are Potential Targets for Intervention
			Malleable Factor 1: Problematic Student Behaviors and Skills
			Malleable Factor 2: Peer Group Processes
			Implications for Assessment and Progress Monitoring
		Approaches for Interventions
			Intervention Target: Problematic Student Behaviors and Skills
			Intervention Target: Peer Group Processes
			Intervention Feasibility
		Examples of School Mental Health Interventions
			The Good Behavior Game
			Promoting Alternative Thinking Strategies
			Making Socially Accepting Inclusive Classrooms
			Olweus Bullying Prevention Program
			Implications for Future Research
		Conclusion
		References
	6: Interventions for Students Exposed to Trauma
		Nature and Impact of the Problem
		Focus of Trauma Intervention
		Approaches to Trauma Intervention in Schools
			Approaches to Individual Trauma
				School Mental Interventions to Address Individual Trauma
			Approaches to Collective Trauma
				School Mental Health Interventions to Address Collective Trauma
			Approaches to Systemic Trauma
				School-Based Interventions to Address Systemic Trauma
		Summary and Future Directions in Trauma Intervention
		References
	7: Interventions for Students Who Exhibit Bullying or Aggressive Behavior
		Nature and Impact of the Problem
		Targets for Intervention
		Approaches for Interventions
		Training
		Psychoeducational Interventions
		Cognitive-Behavioral Interventions
		Family–School Interventions
		Classroom Management
		School Mental Health Interventions
		Conclusions and Future Directions
		References
	8: School Mental Health Interventions and Assessment for Students with Attention-Deficit Hyperactivity Disorder
		Description of Students with ADHD
		Evidence-Based SMH Assessment and Intervention
			SMH Assessment
		Screening
		Progress Monitoring
		Evaluation and Eligibility
			Informant Rating Scales
			Interviews
			Classroom Observation
			Functional Behavior Analysis (FBA)
			SMH Interventions for Elementary School Students
		Universal Services
		Targeted Services
			Daily Report Card (DRC)
			Individualized Token Economies
			Parent Behavioral Management Training
			Educational Support
			Social Skills Training
			SMH Interventions for Secondary School Students
		Training Interventions
		Challenging Horizons Program
		Homework Organization and Planning Skills
		Students Taking Responsibility and Initiative Through Peer Enhanced Support
		Self-Monitoring
		Conclusions and Future Directions
		References
	9: School-Based Mental Health Interventions for Autistic Youth: Current Practice and Promising Future Directions
		Introduction
			Modular Treatment Necessitates Accurate Differential Diagnosis
			Internalizing Symptoms and Disorders
				Anxiety
					Existing Evidence-Based Psychosocial Treatments for Anxiety in Neurotypical Populations
					Modifications to CBT for Anxious Autistic Youth
					Evidence to Support CBT Effectiveness in Schools for Anxious Autistic Youth
					Future Directions for School-Based Anxiety Interventions for Autistic Youth
				Depression
					Existing Psychosocial Evidence-Based Treatments for Depression in Neurotypical and Autistic Youth
					Depression Prevention Programs for Neurotypical and Autistic Youth
					Future Directions in Treatment of Depression in Schools
				Externalizing Symptoms and Disorders
				ADHD and Disruptive Behavior Disorders
					Training Interventions to Strengthen Executive Functioning
				School-Based Programs for Improving EF for Students with ADHD
					Elementary School
					Middle School/High School
				School-Based Programs for Improving EF in Autism
				Future Directions in EF Interventions for Autistic Youth
				Challenging Behaviors and Behavior Problems
					Autism-Specific Interventions for Challenging Behavior
					Interventions for Behavior Problems
				Preschool Behavioral Classroom Management Strategies
				Elementary Behavioral Classroom Management Strategies
				Middle School/High School Behavioral Classroom Management Strategies
				School-Wide Positive Behavioral Supports
		Conclusion
		References
Part II: Promoting Meaningful Engagement and Leadership by Diverse Stakeholders
	10: Enhancing Stakeholder Engagement, Collaboration, and Family–School–Community Partnerships in School Mental Health
		Systems Analysis and Change
		Building Communities of Practice/Learning Collaboratives
		Conclusion
		References
	11: Advancing Research to Improve Family–School Collaboration in School Mental Health
		Defining Features of Family–School Collaboration
			Critiques and Needs
			Advancing Family–School Collaboration as an Inclusive Approach
		Research Support for Family–School Collaboration
		Equity and Minoritized Populations
		Research Needs
			Qualitative Research
			Family–School Research with Minoritized Populations
			Community-Based Participatory Research
			Mechanism of Family–School Interventions
			Hybrid Designs
		High-Impact Approaches to Promote Family–School Collaboration
		Implications for Policy
		References
	12: Assessing and Evaluating Family–School Collaboration in Schools
		Assessing and Evaluating Family–School Collaboration in Schools
			Definition, Research, and Theoretical Support
			Barriers to Family–School Collaboration
		Family School Collaboration: Assessment and Evaluation Systems
			Existing Tools for Family–School Collaboration
				Assessing Fidelity and Quality of Family–School Collaboration Practices
				Families as Co-equal Informants of Student Needs
				Limitations of Existing Measures and Tools
			Future Considerations for Assessing and Evaluating Family–School Collaboration
				Feasibility, Accessibility, and Utility
				Family Respondents
				Family Well-Being
			Implications for Research and Practice
		References
	13: Students as Co-creators of Educational Environments
		Introduction
		Background
			Key Terms and Concepts
			Typologies and Frameworks
		Discussion and Applications
			Co-creation of Services and Supports
			Case Study and Testimonies
		Recommendations and Conclusion
			Recommendations for Creating Effective Adult-Student Co-creation Spaces
			Conclusion
		References
	14: Interprofessional Social Capital in Expanded School Mental Health
		Interprofessional Collaboration as Interprofessional Social Capital
			Dimensions and Components of Social Capital
		Defining Interprofessional Collaboration
			Interprofessional or Interdisciplinary
			Collaboration, Coordination, and Cooperation
		Models of Interprofessional Collaboration
		Proposed Model of Interprofessional Collaboration in ESMH
		Social Network Analysis as a Tool for Measuring Interprofessional Social Capital
		Conclusion
		References
	15: Advancing School Mental Health Quality Through National Learning Communities
		Introduction
		National Learning Communities to Advance School Mental Health Quality
			Collaborative Improvement and Innovation Networks (CoIINs)
				Goals and Stakeholder Engagement
				Participants
				Structure
				Comprehensive School Mental Health Systems Track
				School-Based Health Centers Track
			Community of Practice
				Mission, Goals, and Values
				Structure and Topic Selection
				Community of Practice Spotlight
				Experiences of CoP Participants
		Conclusion
		References
	16: Leveraging Community-University Partnerships to Build Capacity for Effective School Mental Health
		Introduction and Background
			Definitions
		Potential Benefits of Community-University Partnerships
			Data Collection and Application
			Training, Technical Assistance, and Professional Development
			Funding Opportunities
		Challenges in Pursuing Community-University Partnerships
			Imbalances Between Partners’ Access to Resources
			Differences in Workplace Operations and Expectations
			Logistic Barriers
		Building a Community-University Partnership: Developmental Phases
			Phase 1: Pre-entry Contemplation
				Time Commitment
				Social Context
				Strength-Focused Approach Mindset
			Phase 2: Initial Contact and Engagement
				Make Contact and Get to Know Each Other
				Establish Shared Leadership
				Establish Clear Expectations and Common Understandings
			Phase 3: Development of Ongoing Mutual Collaboration
				Conduct Needs Assessment
				Develop Action Agenda
				Conduct Ongoing Evaluation
			Sustaining the Partnership
		Community-University Partnerships: Key Takeaways
		Future Research Directions
		References
	17: Leading Systems Change to Support Autistic Students
		Introduction
		Evidence-Based Practices for Autism Spectrum Disorder
		Establishing Quality Autism Programs in Schools
		Implementing Evidence-Based Practices
			Evidence-Based Training
			Ongoing Coaching
			Building Capacity for Sustained Implementation
		Future Directions for Research and Practice
		References
	18: Cultural Competence and Cultural Humility as Foundations for Meaningful Engagement Among an Educational System of Care for School Stakeholders
		Introduction
			Cultural Competence vs. Cultural Humility
			Cultural Competence and Humility (CCH) as an Operational Term
			A CCH ESOC Framework of Multiple Stakeholder Involvement
		Conclusion
		References
Part III: Training, Coaching and Workforce Development
	19: Helping School-Based Professionals Make a Difference
		Introduction
		Performance Feedback
			Pre-service Training
			In-Service Training
		Cross-Disciplinary Collaboration
			Pre-service Training
			In-Service Training
		Commitment to Equity in School Practices
			Pre-service Training
			In-Service Training
		Conclusion
		References
	20: Unifying the Field: Challenges and Best Practice Recommendations for Preparing School Mental Health Practitioners
		Challenges Impacting Workforce Development Unification
			Qualified School Mental Health Professionals
			Confusion Regarding Best Practices for School Mental Health Preparation and Practice
		Certification Regulations and School-Based Standards and Practice Models
			Psychology
			Counseling
			Nursing
			Social Work
			Discipline-Specific Regulations, Certifications, and Practice Models
		Best Practices in School Mental Health Workforce Development
		Case Study: The Loyola School Mental Health Advanced Practice Program (SMHAPP) Certificate
			Key Components of the SMHAPP
			Promising Outcomes and Looking Forward
		Conclusion
		References
	21: Preparing School Mental Health Providers for Practice in Rural Communities
		Preparing School Mental Health Providers for Practice in Rural Communities
		SMH Services Within the Multitiered Systems of Support Framework
		Rationale for Providing Comprehensive Mental Health Services in Rural Schools
			Epidemiologic Rationale
			Workforce Rationale
			Defining Interdisciplinary and Cross-System Competencies in Rural SMH Service Delivery
			Competencies in Multicultural Issues
			Confidentiality
			Multiple Relationships
			Competencies in Telehealth Solutions
		Innovative Training Approaches in Rural SMH
			Coping Power Rural
				Telehealth Adaptations During COVID
			Assessment, Support, and Counseling Center
				Training in Integrating SMH into MTSS Structures
				Telehealth Adaptations During COVID
		Workforce Development from the Trainee Perspective
			Ties to Rural Communities
			Supervision and Clinical Opportunities
			Trust in Faculty
			Training Experiences and Satisfaction
		Conclusions
		References
	22: District-Level School Mental Health Workforce Development: Lessons Learned from Methuen Public Schools
		Introduction
		The Context: Building Comprehensive School Mental Health System in Methuen
		District-Wide Procedures
			Teaming Practices to Foster Workforce Development
			Needs Assessment and Resource Mapping
		Developing a Comprehensive Staffing Model
			Identifying Professional Development Needs
				Establishing Readiness for Evidence-Based Practices
			Professional Development and Implementation Planning
				Leveraging Early Adopters
				Implementation Accountability Systems
				Onboarding New Staff
				Clinical Supervision and Peer Mentoring
		Leveraging External Networks
			Collaborating with Community-Based Partners
			University Partnerships
		Conclusion
		References
	23: Innovative Approaches to Coaching Teachers in Implementing Tier 1 and Tier 2 Classroom Interventions
		Introduction
			Coaching and Consultation Defined
			School-Based Professionals Serving as Coaches
			Evidence-Based Practices, Programs, and Interventions
			Consideration of Tiered EBPs and the Systems Context
		Innovations in Coaching
			Leveraging Technology to Maximize Coaching Reach and Effectiveness
				Addressing Accessibility Through Remote Coaching
				Automated Guidance for Decision-Making
				Promoting Mastery Through Interactive and Online PD
			Moving Toward a Meta-Model of Coaching
				Common Elements Within Evidence-Based Models
				Addressing Motivational, Relational, and Cognitive Barriers
				Addressing Equity Within a Meta-Model
		Recommendations for Training, Practice, and Research
			Training of Coaches
				Training in the Use of Technology
				Training for a Meta-Model
			Practice
			Research
				Researching Meta-Models
				What Works for Who and Under What Conditions?
				Need for Longer-Term Outcomes and Cost-Effectiveness Studies
		Conclusion
		References
	24: Preparing the School Mental Health Workforce to Engage in Partnership Approaches to Address Children’s Needs
		Preparing the School Mental Health Workforce to Engage in Partnership Approaches to Address Children’s Needs
		Home-School Partnerships
			Mutual Responsibility
			Shared Information, Values, Expertise, and Goals
			Relationships
		Research Examining Home-School Partnership
		Home-School Partnership Frameworks
			The Four A’s Framework for Developing Effective Partnerships
			CRAF-E4 Family Engagement Framework
		Tiered Home-School Partnership Practices
			Tier 1
			Tier 2
			Tier 3
		Issues in Mental Health Workforce Preparation
			Culture and Context
			Family Centeredness and Home-School Partnerships
			Alignment and Integration
			Adaptations
			Qualitative Methodology
		Recommendations for Research and Practice
		Conclusion
		References
	25: Practice-Based Teacher Education for the Preparation of Teacher Candidates to Use High-Leverage Practices to Promote the Inclusion of Students with Disabilities
		Introduction
		The Rationale for Practice-Based Teacher Preparation
		High-Leverage Practices in Practice-Based Teacher Education
		Implementation of Practice-Based Teacher Education
			Modeling
			Multiple and Varied Practice Opportunities
			Coaching and Performance-Based Feedback
			Self-Evaluation of Performance
		Recommendations and Future Directions for Teacher Educators
		Implications for School Mental Health Professionals
		Conclusions
		References
	26: Understanding Readiness to Implement as Determinants of Teacher Adoption of Evidence-Based Universal Programs and Practices
		Framing the Issue
			Implementation Gap
		Need for School-Based Implementation Science and Practice
			Stages of the Implementation Process
		Organizational Readiness to Implement
			Organizational Readiness Theory and Constructs
			Organizational Determinants of Readiness to Change
				System-Level Determinants
				Social Climate Determinants
				Innovation-Specific Determinants
		Teacher Readiness to Implement
		Training as a Cornerstone Dissemination Strategy
			Volitional Strategies That Complement Training
		Agenda for Future Research
			Measurement of Teacher Readiness
			Improving Dissemination, Including Quality Training
			Adaptive Experiences to Increase Precision
			Teacher Well-Being
			Teacher Readiness from a Person-by-Environment Perspective
		Conclusion
		References
Part IV: Innovations in Scaling-up and Implementation Science
	27: Leveraging Implementation Science to Improve the Scale-up of School Mental Health Programming
		Applying Implementation Science Framework to Increase the Uptake of Evidence-Based Programs
		Overview of Chapters in Part IV
		Future Directions for Optimizing Implementation and Scale-up of Evidence-Based Mental Health Programing in Schools
		Conclusion
		References
	28: Supporting Implementation of Evidence-Based Practices in Schools: A Focus on Linking Implementation Strategies, Determinants, and Outcomes
		Research-to-Practice Gap
		Implementation Strategies
			Implementation Strategy Selection and Tailoring
		Implementation Determinants
			Methods to Identify Vital Determinants in a Given Setting
			Linking Implementation Strategies to Vital Determinants
			Leveraging Mechanisms of Action
		Implementation Outcomes
			Implementation Outcomes for SMH
		Conclusions
		References
	29: Improving School Climate to Optimize Youth Mental Health: Implications for Increasing the Uptake and Outcomes of Evidence-Based Programs
		Improving School Climate to Optimize Youth Mental Health: Implications for Increasing the Uptake and Outcomes of Evidence-Based Programs
		Definitions and Models of School Climate
		The Association Between School Climate and Student Behavioral and Mental Health Outcomes
		Strategies for Measuring School Climate
		Improving School Climate
		Implications for the Selection and Implementation of Evidence-Based Practices
		Conclusions and Future Directions
		References
	30: Optimizing Implementation of School-based Programing by Leveraging Motivational Interviewing
		Introduction
		Motivational Interviewing and Implementation Science
		Intervention to Implementation Support
			Coaching as an Implementation Support
			Motivational Interviewing to Inform Coaching
			Motivational Interviewing Training
		Mechanisms of MI in Schools
			School-Based Motivational Interviewing Fidelity Outcomes
			Motivational Interviewing Proficiency and Talk About Change
		Future Directions
			Teaching and Learning Motivational Interviewing
			Measuring Motivational Interviewing Fidelity
			Mechanisms of Change
		Conclusion
		References
	31: Scaling-up Screening of Students’ Behavioral and Mental Health Needs
		Need for Universal SEB Screening
		Universal SEB Screening in Schools
		Limitations of Universal SEB Screeners Preventing Widescale Uptake
		Early Identification System (EIS)
		Linking Data to Interventions
			Problem Solving Teams
			Evidence-Based Interventions and Practices
		EIS Model for Scaling-up Universal SEB Screening Within a Tiered Model of Prevention and Intervention
		Lessons Learned and Recommendations for Practice
		Conclusion
		References
	32: MATCHing Treatment to the School Context: School-Based Implementation of Transdiagnostic, Modular Psychotherapy
		Introduction
		Challenges in School-Based EBT Implementation
		Transdiagnostic, Modular Interventions
		The MATCH Protocol and Evidence of Effectiveness
			Overview of MATCH
			Research on the Effects of MATCH
			Implementation of MATCH in Schools
			Overview of MATCH School-Based Trial Procedures
			MATCH Implementation Challenges and Lessons Learned
		Conclusions and Future Research Directions
		References
	33: Adapting Evidence-Based Professional Development Models for Online Delivery and Scale-up to Practitioners in Applied Settings
		Frameworks for Adapting Programs for Online Delivery
			ADDIE Model
			Dick and Carey (DC) Model
			Kemp Design Model
			ARCS Model
		Recommendations for Adapting Programming for Online Delivery
			Updating or Adapting the Theory of Change to Fit the Online Delivery
			Identifying an Expert IT Designer to Partner With
		Developing the Program and Motivating Learners Based on the ARCS Model
			Leveraging Learners’ Attention to Increase Engagement
				Promoting Active Participation to Optimize and Sustain Learners’ Attention
				Use Humor and Conflict as Appropriate to Increase Learners’ Attention
				Using Variability to Increase Learners’ Attention
				Leveraging Real-World Examples to Gain Learners’ Attention
			Increasing Relevance to Foster Motivation
				Using Previous Experience and Perceived Present Worth, and Future Usefulness to Make Content Relevant to the Learner
				Model the Skill
				Allow for Choice
			Promoting Confidence in the Learners
				Facilitating Self-Growth to Build Confidence
				Communicate Objectives and Prerequisites to Build Learners’ Confidence
				Increase Confidence by Providing Ongoing Performance Feedback
				Give Learners a Sense of Control in Improve Their Confidence
			Promote Satisfaction
				Incorporate Praise or Rewards to Increase Learner Satisfaction
				Allow for Immediate Application to Increase Learner Satisfaction
		Implications for Research on the Efficacy of Online Program Delivery
		Conclusions and Implications
		References
	34: Best Practices in Online Delivery of Mental Health Programs and Practices to Children and Youth
		Introduction
			Historical Context
		Key Considerations
			Adapt vs. New—Benefits and Challenges
			Online Dissemination Advantages
			Program Development Costs
		Balancing Ingredients
			Effective Intervention
			Engaging Intervention
		Selecting a Software Development Partner
		Design and Development Framework
			Conclusion
		Illustrative Case Examples
		References
	35: Supporting Scale-up of Positive Behavioral Interventions and Supports: A National Technical Assistance Model
		Introduction
		School-Wide Positive Behavioral Interventions and Supports
		The Office of Special Education Programs Center on Positive Behavioral Interventions and Supports
		Challenge One: Develop a Widely Generalizable Set of Materials and Processes for Dissemination
		Challenge Two: Produce a Set of Practices and Processes that Allow for Various Outcome Priorities and Staff Configurations
		Challenge Three: Taking Center Technical Assistance and Dissemination (TA/D) Efforts to Scale
		Challenge Four: Sustain Implementation with Fidelity
		Conclusion and Remaining Challenges
		References
	36: Estimating the Cost of School Mental Health Programming to Increase Adoption and Scale-up of Evidence-Based Programs and Practices
		Costs and Benefits of School Mental Health Programming
			Burden of Child and Adolescent Mental Health Problems
			Costs of Supporting Student Social, Emotional, Behavioral, and Academic Outcomes
			Benefits of Supporting Social, Emotional, Behavioral, and Academic Outcomes
		Important Economic Considerations for School Mental Health Programming
			Costing the Components of Mental Health Interventions
			Universal (Tier 1) Versus Selected and Indicated (Tiers 2 and 3) Interventions
			The Cost of Action
			Actualizing Monetary Benefits
		Use of Cost Data in Decision-Making Related to School Mental Health
			Online Tool to Calculate Costs Based on Program Ingredients
		Implications
			Recognize That Program Costs Are Incurred at Multiple Levels
			Build Capacity to Support Use of Cost Data to Inform Decision-Making
			Collect Cost in Conjunction with Implementation Fidelity
			Understand the Benefits of Investment in Universal Prevention Programming
			Partner as the Benefits of School-Based Programming May Be Realized in Other Sectors
		Conclusion
		References
	37: Supporting the Scale-up of School Mental Health Systems Through Evidence-Based Policy
		Evidence-Based Policy Making
		Implementation Supports for Evidence-Based Policies
			Developer and Funder Capacity
			Public Awareness and Support
			Community Engagement and Capacity
			Leadership and Support
			Skilled Workforce
			Data Monitoring and Evaluation Capacity
		Considerations for Policy Content and Structure
			Targeted Systems for Impact
			Ability to Make Adaptations
			Centrality of Control
		School Mental Health Policy to Date
		Applying Evidence-Based Policymaking to Recent Trends in School Mental Health
			Mental Health Training for School Staff
				Implementation Supports
				Evidence Base
				Policy Implications Across Multiple Systems
				Ability for Adaptations
				Centrality of Control
				Summary
			Trauma-Informed Practices
				Implementation Supports
				Evidence Base
				Policy Implications Across Multiple Systems
				Ability to Make Adaptations
				Centrality of Control
				Summary
			Expanded Medicaid Reimbursement
				Implementation Supports
				Evidence Base
				Policy Implications Across Multiple Systems
				Ability to Make Adaptations
				Centrality of Control
				Summary
		Conclusion
		References
Index