Efficacy of a Brief School Mental Health Intervention: Key Findings from Minnesota High Schools

Autor/inn/en	Devney, Allie; Harter, Katherine; Holm-Hansen, Cheryl; Sander, Mark; Serafin, Melissa
Institution	Wilder Research
Titel	Efficacy of a Brief School Mental Health Intervention: Key Findings from Minnesota High Schools
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Mental Health; Intervention; Program Effectiveness; High Schools; High School Students; Mental Disorders; Emotional Problems; Behavior Problems; Agency Cooperation; School Community Programs; Student Characteristics; Symptoms (Individual Disorders); At Risk Students; Gender Differences; Racial Differences; Ethnicity; Age Differences; Socioeconomic Status; Problem Solving; Student Needs; Access to Health Care; Counseling; Student Attitudes; Minnesota + Suchen Sie Ihr Suchwort? Psychohygiene; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Mental illness; Geisteskrankheit; Psychiatrische Symptomatik; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Problemlösen; Counselling; Beratung; Schülerverhalten
Abstract	In 2016, the University of Washington's School Mental Health Assessment, Research, and Training (SMART) Center launched a three-year study examining the feasibility, effectiveness, and efficiency of a Brief Intervention Strategy for School Mental Health Clinicians (BRISC). SMART partnered with Wilder Research and the University of Maryland to collect data in three states, including Minnesota, Maryland, and Washington. This report presents background information about BRISC and key findings from the study, with a focus on Minnesota. Overall, clinicians reported favorable views of the BRISC model, noting that it may be particularly useful for students with fewer or less complex needs and for addressing student concerns quickly. In addition, students from both groups improved over time, with BRISC students showing slightly more favorable outcomes at the six month time point. Lastly, students generally viewed their clinician favorably, though BRISC students were less satisfied with their counselor's qualities than treatment-as-usual (TAU) students. (ERIC).
Anmerkungen	Wilder Research. Available from: Amherst H. Wilder Foundation. 451 Lexington Parkway North, Saint Paul, MN 55104. Tel: 651-280-2700; Fax: 651-280-3700; e-mail: research@wilder.org; Web site: http://www.wilder.org/Wilder-Research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01