Transcript Isolated Impact - California Community Colleges System

COAGSMH Meeting
January 31, 2014
Moving Towards Sustainability:
The Journey Continues
Agenda
2
Our Time Together
Welcome and Introductions
The Journey Towards Sustainability
CalMHSA Partner Updates
Capitalizing on Innovation
Taking the Show on the Road
Continuing the Discussion
WELCOME AND INTRODUCTIONS
Staff, members, and those calling in
The Journey So Far:
Assessing Where We Are
Recap of last meeting:
focus areas and next steps
Review agenda
adjust as needed
4
Goals for the Day
Seek
Innovate
Contribute
Build
Collaborate
Making Change
6
Collective Impact
7
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CalMHSA Updates
8
Capitalizing on Innovation
9
Fostering
Partnerships
Mobile
Applications
Other
Strategies
CAPITALIZING ON INNOVATION:
SHARING KNOWLEDGE WITH
COMMUNITY COLLEGES
Sally Jue, MSW
Building Collaborative Relationships:
11
Community Colleges
County Mental Health Departments
Local Mental Health Providers
Challenges
12
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Finding local resources
Finding the right DMH contact
Competing priorities—no time or resources
Not getting a response
Success Factors
13
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Committed, persistent, patient individuals
In person initial meeting
Identified mutual benefits and incentives
Clear immediate and long term expectations,
especially re: communication
College participation in local MH community
DMH and CBO on campus activities
Sustainable infrastructure
Innovative CBG Activities
14
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Santa Monica College and Los Angeles County
DMH case conferences
Los Angeles College Consortium and LAC DMH
Strategic Action Plan
Campus based mental health intern programs
Wellness centers
Coping skills and support groups provided by
community providers on campus
Knowledge Transfer Ideas
15
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Webinars
Case studies
CCC and DMH collaboration toolkit
Taking the Show on the Road
16
Review Existing
Data
Determine Key
Messages and
Best Ways to
Share Findings
Next Steps
Maximizing Our Data and Sharing Our Results
USING DATA IN PRACTICE
A BRIEF OVERVIEW
Bob Saltz, PIRE
Purposes of Evaluation/
Evaluation Questions
18
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Produce information in order to enhance
management decision-making
Improve program operations
Maximize benefits to clients: to what extent and
how well was the policy/program implemented?
Arden Handler, DrPH
Professor, Community Health Sciences
University of Illinois at Chicago
Purposes of Evaluation/
Evaluation Questions
19
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Assess systematically the impact of
programs/policies on the problems they are
designed to ameliorate
 How
well did the program/policy work?
 Was the program worth its costs?
 What is the impact of the program/policy on the
community?
Two Main Types Of Evaluation
20
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Process or formative
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Outcome or summative
Process or Formative Evaluation
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Did the program/policy meet its process objectives?
Was the program/policy implemented as planned?
What were the type and volume of services
provided?
Who was served among the population at risk?
Why Do We Do Process Evaluation?
22
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Process evaluation
 Provides
feedback to the administrator regarding the
program
 Allows others to replicate the program if program looks
attractive
 Provides info to the outcome evaluation about program
implementation and helps explain findings
Outcome or Summative Evaluation
23
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Did the program/policy meet its outcome
objectives/goals?
Did the program/policy make a difference?
Outcome or Summative Evaluation
24
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What change occurred in the population
participating in or affected by the program/policy?
What are the intended and unintended
consequences of this program/policy?
 Requires

a comparison group to judge success
What impact did the program/policy have on the
target community?
 Requires
information about coverage
Why Do We Do Outcome Evaluation?
25
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We want to know if what we are doing works
better than nothing at all
We want to know if what we are doing new works
better than what we usually do
Summary
26
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However, the ability to translate evaluation findings
into good programs and policy does not only
depend on quality data, but on political will
Integrated Model of the
Research – Policy Relationship
27
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Context
Political and Institutional structures
Interests and roles of stakeholders
Evidence
Credibility of the research
Active engagement with research
Links
Close links between researchers and policy-makers
Perceived expertise or legitimacy
Supporting the Use of
Research in Practice
28
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Research must be translated
Ownership is key
Need “enthusiasts”
Contextual analysis
Credibility
Provide leadership
Develop integration
Types of Questions We
Plan to Address for SMHP
29
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Assessment questions
incl. key subgroups
Immediate or proximal impact of program
components
Ultimate impact of program components
29
Types of Data
30
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Basic Descriptive Data
Campus Infrastructure
Prevention & Early Intervention Activities
Basic Outcome Data
30
Sources of Data
31
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Training Surveys
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Pre/Post Comparison Surveys
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Kognito Online Training Survey
Training and Technical Assistance (TTA) Survey (CARS-developed)
CCC Campus Training Survey (RAND-developed)
RSF Survey and materials (RAND-developed)
Capacity Survey of Mental Health Services (PIRE-developed)
ACHA/NCHA Survey
CalMHSA Higher Education Student Survey (RAND + PIRE-developed)
CalMHSA Higher Education Faculty/Staff Survey (RAND-developed)
Regular Reporting (CBGs only)
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Monthly Progress Report
Quarterly Report
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32
EXAMPLES OF DATA
COLLECTED TO DATE
Kognito On-line Training Survey
33
Campus Climate for Specific Groups of Interest:
Faculty
At Risk
M (SD)
Students with physical disabilities
4.4 (0.8)
Students with mental health issues
3.9 (0.9)
Women students
4.7 (0.7)
Racial/ethnic minority students
4.5 (0.8)
LGBT students
4.3 (0.9)
Students with different relig. beliefs and backgrounds 4.3 (0.9)
Student Veterans
4.6 (0.7)
Veterans
On Campus
M (SD)
4.2 (0.8)
3.7 (1.1)
4.5 (0.8)
4.3 (1.0)
4.2 (1.0)
4.3 (0.9)
4.2 (0.8)
1=hostile, 2=somewhat hostile, 3=neutral, 4=somewhat welcoming, 5=welcoming
Students
At Risk
M (SD)
4.3 (0.9)
4.1 (1.0)
4.5 (0.8)
4.5 (0.9)
4.3 (0.9)
4.3 (0.9)
4.5 (0.9)
Training & Technical Assistance
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Training & Technical Assistance Topic Areas (N=337 TTA Assignments)
Topic Areas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11% or more of TTA Assignments
Campus outreach and awareness of resources
Campus consultation, needs assessment, TTA identification
CBG support
Outreach and marketing to external/internal partners
Culturally competent service delivery (e.g. targeting Asian/Pacific Islanders,
LGBT, foster youth and other underserved populations)
5% to 9% of TTA Assignments
Student mental health training and awareness (e.g. identification & referral)
Regional strategizing forum (planning, implementation, or facilitation)
Campus dissemination and sharing resources with each other
Threat assessment (planning development and implementation)
Building campus infrastructure
TTA assignment
(n= 337)
N (%) a
130 (39%)
100 (30%)
47 (14%)
40 (12%)
38 (11%)
30 (9%)
29 (9%)
26 (8%)
16 (5%)
18 (5%)
Quarterly Reporting Tool
35
Progress on Major Activities: Number of Campuses Reporting a Lot of Progress or Nearly/Fully Complete, by
Quarterly Reporting Period
0
5
10
15
20
System for campus threat assessment
Leveraging MH services resources
Increasing P-to-P opportunities
Campus-wide assessment of need
Q1
Collaboration with other campuses
Q2
Establishment of ID/referral system
Q3
Developing resources
Providing suicide prevention training
Relationships with county MH
Providing mental health training
Capacity Survey (baseline)
36
Structure on Campus for Mental Health Services
(Q2) Does your campus have a health center on campus that provides mental health services? (valid n = 75)
Response
#
Valid %
No
8
11
Yes, mental health services are provided within a health center
48
64
Yes, mental health services are provided within a separate mental health center
15
20
Does not have a health or mental health center that provides services, but has
another office on campus that faculty, staff or students would contact related to
student mental health issues or concerns
4
5
Capacity Survey (baseline)
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Types of Mental Health Services Present at Baseline
(Q3) As of July 1, 2012, did your campus provide or support the following mental health services (valid n
ranged from 72 to 75)
Response (abbreviated in some cases)
% Yes
a) System in place for staff to refer students of concern to needed mental health
services
b) Faculty / staff / student suicide prevention gatekeeper training
89
c) Suicide prevention policies
32
d) Threat assessment protocols
41
e) Stigma & discrimination reduction activities related to accessing mental health
services
f) Mental health service resources available on college website
52
37
80
Capacity Survey (baseline)
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Categories of staff who provide mental health services to students
(valid n = 28 to 52)
(Q13) Of all staff on your campus who provide mental health services
to students, how many fall within each of the following categories
Average
Number of
respondents who
reported this type
Number of psychiatrists or other licensed prescribers
0.8
31
Number of full-time mental health counselors/therapists
0.6
36
Number of part-time mental health counselors/therapists
3.4
51
Number of mental health counseling interns
2.6
52
Number of nurses
3.0
50
Number of other types of staff
1.6
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SNAPSHOT OF CALIFORNIA
COMMUNITY COLLEGE
STUDENTS AND MENTAL
HEALTH SERVICES
MARCH 18, 2011
REVISED JANUARY 29, 2013
Becky Perelli, RN, MS
WHAT HAVE WE LEARNED
ABOUT OUR STUDENTS?
Health Services Association of California Community Colleges
ACHA-NCHA II 2010 Consortium Project
ACHA – NCHA
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American College Health Association
National College Health Assessment
The ACHA-National College Health Assessment (NCHA) is a
nationally recognized research survey that can assist us in
collecting precise data about students’ health habits, behaviors,
and perceptions and covers a wide range of health issues 
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Alcohol, tobacco, and other drug use
Sexual health
Weight, nutrition, and exercise
Mental health
Personal safety and violence
ACHA – NCHA
American College Health Association
National College Health Assessment
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Since spring 2000 > 825,000 students/550+ colleges and
universities across the country have taken the survey.
Used by two- and four-year public and private institutions from
varied geographical regions, Carnegie Foundation
Classifications, and campus settings.
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ACHA-NCHA II
HSACCC Consortium – Spring 2010
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14 Colleges
N = 11,386 Students
F 52.7% M 41.6% Tr 0.3%
Av Age - 24.20
Age >24 – 26%
Part time status – 30.5%
Live w/Parent/guardian –
64.4%
Work hours for pay – 61.2 %
ETHNICITY
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ACHA-NCHA Cohort
White
Black – not Hispanic
39.4%
4.3%
Hispanic/Latino(a)
26.4%
Asian/Pacific Islander
20.7%
American Indian/
Alaskan Native/
Native Hawaiian
1.9%
Biracial/Multiracial
5.1%
Other
5.7%
STATEWIDE
White
African American
Hispanic
Asian
Pacific Islander
Filipino
American Indian/Alaskan
Native
Multiracial
Unknown
31%
7%
30%
11%
0.5%
3%
0.5%
1%
16%
46
MENTAL HEALTH OF CCC
STUDENTS
Top 10 Factors CCC Students Report
Impact Academic Performance
47
30
25
20
15
10
5
0
Mental Health Experience
anytime in last 12 Months
48
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Overwhelmed
Exhausted (not physical activity)
Very Sad
Very Lonely
Hopeless
Overwhelming Anxiety
Overwhelming Anger
So Depressed difficult to function
Seriously considered suicide
Intentionally injured self
Attempted suicide
72.8%
69.0
57.3
50.7
48.4
43.7
43.3
33.9
8.2
7.4
2.6
Mental Health Experience
anytime in last 12 months
49
Traumatic/Difficult to Handle
45
40
35
30
25
20
15
10
5
0
Diagnosed or Treated by Prof.
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Anxiety
Depression
Panic Attacks
Insomnia
ADHD
9.4%
9.4%
5.1
4.9
3.7
WHAT HAVE WE LEARNED
ABOUT CCC HEALTH AND
MENTAL HEALTH SERVICES?
HSACCC Annual Survey 2012-2013
HSACCC Annual Survey 2012-2013
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34 colleges participated
Data on seven major areas of query
 Demographics
 Compliance
 Funding
Stability
 Professional Staffing
 Scope of Services
 Outcome Measurement
 Mental Health Services
Scope of Services
52
Mental Health
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70% of colleges have an
internship training program as
part of their mental health
services
Of the mental health interns
working in community
colleges, 30% of them receive
pay for their work
Pre/
PostDoc
Psych,
41.0%
LCSW,
15.0%
MFT,
52.0%
Scope of Services
53
Drug & Alcohol Programs
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35% report providing SBIRT
services
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Screening, Brief Intervention,
Referral and Treatment for
Alcohol and Other Drug use
Behavioral Intervention Teams
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11% offer on-line alcohol
education tools
82% reported having a
Behavioral Intervention Team
61% have well-defined policies
and Threat Assessment protocol
Top 4 Functions –
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35% offer on-line mental
health screening
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Faculty & staff consultations
Receiving, responding to & tracking
reports
Staff development trainings &
workshops
Facilitating meetings with students
in distress
Mental Health Services
Services Provided
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Respondents Reporting Average
Number of Visits
96% Individual
 71% of Colleges
Therapy
 Total Unduplicated
93% CMH Referrals
Visits
89% Crisis Drop-in
 6800 Students
Visits
81% Classroom
Presentations
Respondents – 27 of 34 Colleges
(21% did not respond)
OPPORTUNITIES………
GOAL: STUDENT SUCCESS
HSACCC Consortium - ACHA-NCHA II SP2010
LUNCH
57
MOVING TOWARDS ACTION
Finalize the Letter of Support
Sustainability:
What Are We Hoping is on the Long-term Horizon?
59
o
What are feasible long-term goals for the COAGSMH?
o
What is feasible to sustain for the CCC system?
o
What are the strategies to achieve?
o
What are the next steps?
The Journey Continues
60
Summary
Next Steps
Agenda Items