Transcript Title

CalMHSA Prevention and Early Intervention
(PEI) Program Evaluation
Technical Assistance and Capacity Building
Facilitating Stakeholder Involvement
Through Collecting and Reporting Program
Data
Overview
• Part 1: Tool
description and
rationale
• Part 2: How to use
the tool
• Part 3: Using
program data to
facilitate stakeholder
involvement
KW-2 03/2013
Part 1:
Tool Description and Rationale
KW-3 03/2013
MHSA Requires Counties Prepare a
3-Year Program and Expenditure Plan
• Plan must be developed with “meaningful stakeholder
input”
• Clients and families must be involved in all aspects of
community planning process
• Plan must be updated annually
KW-4 03/2013
What is “meaningful” stakeholder input?
• “Knowledge is power”
• In order to make informed decisions, stakeholders need
accessible information on current program activities
• Making data easy to understand builds confidence
• Important to have an easy way to collect, analyze and
present data in a way that facilitates meaningful
stakeholder input
KW-5 03/2013
MHSOAC May Require Counties to Report
Program Data
Proposed requirements include:
• Types of programs
• Number served and age distribution of participants for
each program
• Cost per participant by program
• Other performance outcomes - not yet defined
KW-6 03/2013
County-funded CalMHSA TTACB Supported
RAND/SRI Data Collection and Reporting Tool
• Developed tool in 2013 and pilot tested it with counties
at TTACB work groups
• Revised tool using feedback from work group
participants and experience from TTACB individual
technical assistance to counties and programs
• Designed to display data for stakeholders in easy-tounderstand format
• Designed to meet current reporting needs established
by MHSOAC
KW-7 03/2013
Tool Consists of Three Parts
• Individual PEI Program Description Questionnaire
• All PEI Program Description Workbook
• Stakeholder PEI Presentation PowerPoint Slide Deck
KW-8 03/2013
Part 2: How to Use the tool
KW-9 03/2013
A Three Part Tool to Describe
County PEI Programs
1. Individual PEI Program Description Questionnaire
– Can be completed by each PEI program
– Two formats, “fillable” and paper/pencil
2. All PEI Program Description Excel Workbook
– County staff enter data from all programs
– Results automatically calculate and create
graphics
3. Stakeholder PEI Presentation PowerPoint Slide Deck
– Easily drop graphics into slides for presentations
KW-10 03/2013
Relationship Among Three Parts
Program
1
Individual
Program
Questionnaire
Program
2
Program
3
Program
5
Program
6
Program
7
Program
9
Program
4
All Program
Description
Excel
Workbook
Program
8
Stakeholder
Presentations
Slide Deck
Program
10
KW-11 03/2013
Part 1 - Individual Program
Description Questionnaire
• Should be filled out individually for each PEI
program in the county
• Should probably be completed by program staff, but
could be completed by county staff
• Includes instructions and definitions
• Formatted for easy and accurate data entry
• Purpose: Collect accurate data about each PEI
program
KW-12 03/2013
Individual Program Description Questionnaire
Data Collection Steps
• Fill in Name of County Contact person on the first page of
the questionnaires (both versions)
• Distribute the questionnaires to an email mailing list of all
county direct service and contract PEI program directors
• Note returns against the mailing list
• After ten days send a reminder to any program directors
who have not yet responded
• Continue to log in returns against the original mailing list
• On day 14 send a deadline reminder to any remaining
programs that have not responded
KW-13 03/2013
Suggested Request Email for PEI
Program Description Questionnaire
Dear Program Director
Completion of this questionnaire is being requested from all
contract and direct service county PEI programs. The purpose
of the questionnaire is to help our county to describe the PEI
services it funds. Please complete it within two weeks of receipt
date and return it to the contact below:
Name of County Contact:
Email Address:
Phone Number:
If you have any questions, not addressed below, please reach
out to the County Contact person named above. Thank you for
your cooperation.
KW-14 03/2013
Questionnaire Instructions
• Should be completed by the program management
staff person most familiar with the program
• Provided in two formats—paper and pencil or a fillable
form that can be completed online
• Provide your best estimate when precise information
to answer the question is not available
• Definitions of program categories and examples are
provided on page 7 and 8 of the questionnaire
• Please save a copy of your completed questionnaire
for your records
KW-15 03/2013
Overview of Questionnaire Items
1. What is the name of the program you are describing?
(Please provide full name and any acronym commonly used)
KW-16 03/2013
2. Is this program primarily focused on:
(Please check one box)
1 Prevention, or
2 Early intervention, or
3 System change efforts
KW-17 03/2013
3. What are the main activities that this program carries out? Many
programs do a bit of everything, so try to identify the most
important activities for this program, which are directed at the target
population for the program. Please refer to Guide below in
determining program activities.
(Check all that apply)
1
2
3
4
5
6
7
8
Outreach and public awareness campaigns
Community strengthening
Gatekeeper education and training (including program
staff training)
Counseling and support
Screening and referral
System change efforts
Clinical services for early intervention
Other – what activity? __________________________
KW-18 03/2013
4. What was the approximate total amount of
PEI funding for this program in fiscal year
2012-13? Do not include funding for the
program that comes from other sources.
$ ____________
KW-19 03/2013
5. Please indicate as best you can how the total funding was used
across the main activities of this program in fiscal year 2012-13.
If an activity is not part of this program, leave the line blank.
ACTIVITIES
% OF total program FUNDING
Outreach and public awareness campaigns
%_________
Community strengthening
%_________
Gatekeeper education and training
%_________
Counseling and support
%_________
Screening and referral
%_________
System change efforts
%_________
Clinical services for early intervention
%_________
Other – what activity?
%_________
100% = TOTAL FUNDING
KW-20 03/2013
6. What is the intensity of this program’s main
activities taken as a whole?
(Please check one box)
1 Single or light touch activities
2 More intensive activities
3 Both levels
KW-21 03/2013
Duplicated vs. Unduplicated Counts
• Duplicated Count: Refers to a program participant who may be
counted more than one time in a grant year. This might occur if a
client received multiple services in the same reporting period
within one program or across multiple programs
• Unduplicated Count: is one (1) person/client that is counted only
once, no matter how many different services the client is receiving
during the funding period – could be within or across programs.
22
KW-22 03/2013
About how many individuals were served by this program in 2012,
based on a duplicated and/or unduplicated count?
• Duplicated count – individuals may be counted more than one time if
they receive several services within one program within the same
reporting period.
• Unduplicated count – individuals are counted only once, no matter
how many different services a client is receiving within a program in
the same reporting period.
7. Please provide an unduplicated count if possible.
______________
Number of unduplicated individuals
or [ ] Unduplicated count not available
KW-23 03/2013
8. Please provide a duplicated count if available.
______________ Number of duplicated individuals
or [ ] Duplicated count not available
KW-24 03/2013
9. What are the age groups mainly targeted by this
program?
(Check all that apply)
1
2
3
4
5
Children – Age 0-15
TAY – Age 16-25
Adults – Age 26-59
Seniors – Age 60+
No main group(s) – targets all ages equally
KW-25 03/2013
10. What are the race/ethnicities mainly targeted
by this program?
(Check all that apply)
1
2
3
4
5
6
7
8
Hispanic/Latino
White
Black/African American
Asian
American Indian, Native American,
Alaskan Native
Native Hawaiian, Pacific Islander
Other
No main group(s) – targets all equally
KW-26 03/2013
11. Are materials and program activities provided
in languages other than English?
(Please check one box)
1 Yes – most of them
2 Yes – some of them
3 Materials and activities are
in English only
KW-27 03/2013
12. What special groups are mainly served by this
program?
(Check all that apply)
1
2
3
4
5
6
7
8
9
10
Veterans
Military
Foster care children/youth and/or families
LBGTQ
Undocumented immigrants
Low income, Medicaid eligible
Underserved
Program designed to serve everyone, no targeting
of any special group
Other
NONE OF THESE
KW-28 03/2013
13. In the design or operations of this program
have there been any specific adaptations to
make it more culturally appropriate for the
target group(s)?
(Please check one box)
1 Yes
2 No
3 Not applicable
KW-29 03/2013
14. We are going to ask about the program and public health goals
targeted by this program. Programs may have multiple goals so
please try to identify the main goals for the program. What are the
main goals for this program? By goals we mean the most immediate
intended results of this program.
(Check all that apply)
1
2
3
4
5
6
7
8
Increased knowledge and more supportive attitudes about mental illness
Decreased risk behaviors and/or increased coping skills
Decreased distress and/or fewer and less severe symptoms Could also
include preventing crisis situations from escalating
Improved individual functioning (could be at home, school, and work) and
increased resilience and well-being
Improved family functioning
Increased help-seeking and utilization of additional assessment and/or
treatment services
Increased community resiliency, such as improved social climate,
reduced stigma and discrimination, and more social supports available in
the community
Improved systems of care which could include more coordinated and
culturally responsive services, increased capacity and access, improved
policies and protocols for how individuals move between systems (e.g.,
primary care to specialty care, or juvenile justice to the school system)
KW-30 03/2013
15. Programs may or may not directly target public health goals, but
may be intended to contribute to reducing mental health related
public health problems. What main public health problems is this
program intended to reduce:
(Check all that apply)
1
2
3
4
5
6
7
8
9
Suicide
School dropout related to mental health
Removal of children from the home related to
mental health
Incarceration related to mental health
Homelessness related to mental health
Unemployment related to mental health
Stigma and discrimination related to mental health
Prolonged suffering related to mental health
Disparities related to mental health treatment access
and/or utilization
KW-31 03/2013
16. Are there main program goals that were not
covered in these questions?
(Please check one box)
1
2
Yes -> What goals?
NO, ALL WERE COVERED
KW-32 03/2013
Guide to classifying program activities
OUTREACH AND PUBLIC AWARENESS CAMPAIGNS
Purpose:
To increase public knowledge and awareness.
Target:
General public - individuals not identified on the basis
of a specific risk factor.
Examples:
Public service announcements; developing and
hosting informational websites; creating and
distributing pamphlets or other printed material for
wide scale distribution; stigma reduction campaigns;
hosting health fairs.
Note:
Do not include outreach intended to recruit program
participants or build community partnerships in this
category.
KW-33 03/2013
Guide to classifying program activities
COMMUNITY STRENGTHENING
Purpose:
To increase community resources and resiliency, or to
improve social climate and increase social support.
Target:
These are universal prevention activities and are not
directed towards individuals who have specific risk
factors.
Examples:
A resource or drop in center (if the primary purpose of
the resource program is community strengthening); a
school-based anti-bullying program directed at the
entire school or community; an exercise program for
the elderly; NAMI Family to Family programs and
vocational programs; Parent education programs for
all parents; school readiness programs that are
targeted at all children.
KW-34 03/2013
Guide to classifying program activities
GATEKEEPER EDUCATION AND TRAINING
Purpose:
To train and educate individuals to recognize
someone who is in distress and could benefit from
further evaluation or treatment and/or to create a safe
and non-stigmatizing environment where someone
can self-identify as needing help.
Target:
Community leaders, school personnel, emergency
workers, and other gatekeepers.
Examples:
Teacher training programs, training for suicide hotline
operators, training for outreach workers and
community leaders.
Note:
This category includes training of program staff.
KW-35 03/2013
Guide to classifying program activities
COUNSELING AND SUPPORT
Purpose:
To reduce risk factors and increase coping skills.
Target:
At-risk individuals, rather than individuals with a known
diagnosis. These programs do not include universal
prevention programs.
Examples:
Peer support programs; Resource centers (if the
primary purpose is to provide counseling and support);
Suicide hot and warm lines; Parent training programs
for children with identified needs or risk factors;
Violence prevention programs directed at selected
children or youth; Promotoras home visiting programs.
Note:
These activities are generally conducted by individuals
who are not licensed mental health clinicians.
KW-36 03/2013
Guide to classifying program activities
SCREENING AND REFERRAL
Purpose:
To identify individuals who might benefit from
additional assessment and/or counseling.
Target:
At risk individuals such as foster youth, new moms,
frail elderly.
Examples:
School-based screening; suicide hot and warm lines,
some Promotoras programs.
KW-37 03/2013
Guide to classifying program activities
SYSTEM CHANGE EFFORTS
Purpose:
To improve system functioning in order to increase
appropriate identification of need and access to
services.
Target:
Public and private systems.
Examples:
Efforts to develop and disseminate culturally
appropriate policies and procedures and culturally
competent services, as well as data systems to track
individuals. Development of referral networks and
efforts to increase and make more efficient
collaboration across systems and programs. Efforts
to increase access and capacity by reducing
inefficiencies could also be included here.
KW-38 03/2013
Guide to classifying program activities
CLINICAL SERVICES FOR EARLY INTERVENTION
Purpose:
To keep mental illnesses from becoming chronic and
increasing in severity.
Target:
Individuals with either a known or likely diagnosis or
symptoms related to a diagnosis.
Examples:
First break psychosis programs, PTSD/PTSD
symptom treatment programs; primary care
integration programs; school-based trauma treatment;
family therapy.
Note:
These activities are generally conducted by licensed
mental health clinicians.
KW-39 03/2013
Part 3: Using Program Data to
Facilitate Stakeholder Involvement
KW-40 03/2013
All Program Description Excel Workbook
• Example worksheets (labeled EX_Entry on the tabs) show how the
Excel worksheets should be completed for the questionnaire items
shown on the tabs
• EX_Outputs shows example tables and graphics calculated from
the data
• Using the three sheets labeled AC_Entry, use one row for each
program to enter the responses to the Individual PEI Program
Questionnaire (make sure the program number is same on all
sheets)
• Check that all entries are accurate
• Excel automatically calculates summary statistics and produces
the tables and graphics on AC_Outputs_Sheet
• Purpose: Enter the responses received on the Individual PEI
Program Description Questionnaires and create graphics
KW-41 03/2013
PLEASE REFERENCE
“THE ALL PROGRAM DESCRIPTION
EXCEL WORKBOOK “
IN THE DOCUMENTS LIST
AT THIS TIME
KW-42 03/2013
Stakeholder Presentation Slide Deck
• The PowerPoint slide deck contains charts that can be populated
using the All Program PEI Description Excel Workbook worksheet
labeled AC_Outputs_Sheet
• Begin by saving a copy of the Slide Deck with the title of your
upcoming presentation
• You can select some or all of the Excel graphics depending on
your audience and purpose
• Simply click on a graphic chart in the AC_Outputs_Sheet tab of
the Excel Workbook, copy it and paste it into the PowerPoint slide
with the same title
- Use the “destination theme” Paste function
Purpose: Share descriptions of PEI programs with stakeholders
KW-43 03/2013
Workbook Creates Graphics for Slides
• As program data are entered the workbook will automatically
generate graphics
• Graphics can be “dropped into” slide deck for presentations to
stakeholders
• Slides summarize the data provided by individual programs into an
easily understandable format
• Program information will help stakeholders provide meaningful
input into the decision-making process
KW-44 03/2013
Example Charts for “Golden County”
• List of programs and characteristics
– Cost
– Count of participants
– Intensity
• What activities programs are doing and distribution of dollars
across activities
• Target participant characteristics
• Short term goals
• Public health goals
KW-45 03/2013
List of Programs and Characteristics
Program Name
Dollars Devoted
Example Program 1
$4,400,400
Example Program 2
$58,000
Duplicated Individuals Count
Program Intensity Description
Prevention
150
Systems Change
Example Program 3
$3,000,000
400
Example Program 4
$250,000
600
Example Program 5
$100,000
1,000
Early Intervention
Systems Change
Early Intervention
Example Program 6
$750,000
2,000
Example Program 7
$40,000
Example Program 8
$200,000
600
Example Program 9
$1,500,000
300
Prevention
Prevention
Early Intervention
Prevention
Example Program 10
$150,000
200
Early Intervention
Program Name
Dollars Devoted
Duplicated Individuals Count
Program Intensity Description
KW-46 03/2013
Distribution of Programs by Primary Focus
Number of Programs by
Primary Focus
System Change Efforts, 2,
20%
Prevention, 4, 40%
Prevention
Early Intervention
System Change Efforts
Early Intervention, 4, 40%
KW-47 03/2013
Types of Activity
• Outreach and public awareness campaigns
• Community strengthening
• Gatekeeper education and training
• Counseling and support
• Screening and referral
• System change efforts
• Clinical services for early intervention
KW-48 03/2013
How Many Programs are Doing Each Type
of Activity?
Number of Programs by Activity
6
5
4
3
Number of Programs
2
1
0
Outreach and Community Gatekeeper
Counseling Screening and
System
Clinical
public
strengthening education and and support
referral
change efforts services for
awareness
training
early
intervention
Other
KW-49 03/2013
How are PEI Funds Distributed Across Activities?
Total Dollars by Activity
TOTAL Clinical services for
early intervention,
$840,000, 8%
$10,448,400
Other, $852,040,
8%
Outreach and public
awareness, $2,657,200,
25%
System change efforts,
$1,525,060, 15%
Outreach and public awareness
Community strengthening
Gatekeeper education and training
Counseling and support
Screening and referral
Community strengthening,
$1,615,000, 15%
System change efforts
Clinical services for early intervention
Other
Screening and
referral,
$470,000, 5%
Counseling and support,
$2,407,100, 23%
Gatekeeper education and
training, $82,000, 1%
KW-50 03/2013
How Intensive are Programs?
Number of Programs by
Intensity Level
6
5
4
3
# Programs
2
1
0
Single or light touch activities
More intensive activities
Both levels
KW-51 03/2013
Demographics of Participants
• Race/Ethnicity
• Primary Language
• Age groups (children, school-age, TAY, adults, seniors)
• Gender
• Special populations
–
–
–
–
Veterans, military
Foster care, undocumented, undeserved
Low income, Medicaid eligible
LGBTQ
KW-52 03/2013
How many programs mainly target each racial/ethnic
group?
Number of Programs by Race/Ethnicities
6
5
4
3
2
# Programs
1
0
KW-53 03/2013
How many programs mainly target
each age group?
Number of Programs by Age Groups Targeted
7
6
5
4
# Programs
3
2
1
0
Age 0-15
Age 16-25
Age 26-59
Age 60+
No Main Group - targets
all ages equally
KW-54 03/2013
How Many Programs Target Special or
Underserved Groups?
Number of Programs by Special Group Served
4.5
4
3.5
3
2.5
2
# Programs
1.5
1
0.5
0
KW-55 03/2013
How Many Programs Mainly Address Each ShortTerm Goal?
Number of Programs by Main Goal
Improved systems of care
Increased community resiliency
Increased help-seeking and utilization of assessment/treatment
services
Improved family functioning
# Programs
Improved individual functioning
Decreased distress and/or fewer and less severe symptoms
Decreased risk behaviors and/or increased coping skills
Increased knowledge and more supportive attitudes about
mental illness
0
1
2
3
4
5
6
KW-56 03/2013
How Many Programs Seek to Reduce Each Public
Health Problem?
Number of Programs by Public Health Goal
Disparities related to treatment
Prolonged suffering
Stigma and discrimination
Unemployment
Homelessness
# Programs
Incarceration
Removal of children from home
School drop-out
Suicide
0
1
2
3
4
5
6
7
8
9
10
KW-57 03/2013
Using Program Data to Facilitate
Stakeholder Involvement—Sample Questions
• Do our current PEI programs and activities address local priorities? What local
priorities are not being met? Are there areas that are getting too much attention?
• Do the types of programs reflect our community values? Do the programs promote
access and acceptance for the diverse people of California?
• Is this the right allocation of our budget across programs and activities?
• Do we have the right distribution of programs between Prevention and Early
Intervention?
• Do our programs link people with early onset of serious mental illness with
medically necessary care provided by county mental health programs? Are we
doing enough outreach to potential responders to help them identify early signs of
potentially severe mental illnesses?
• Are we meeting the needs of different underserved populations and age groups?
• Are there public health goals we are not addressing that we should?
KW-58 03/2013
BEGINNING BLANK
PRESENTATION SLIDE DECK
KW-59 03/2013
Golden County
PEI Programs Overview and Description
Presentation to GROUP
DATE
Goals
• Do our current PEI programs and activities address local priorities? What local
priorities are not being met? Are there areas that are getting too much attention?
• Do the types of programs reflect our community values? Do the programs promote
access and acceptance for the diverse people of California?
• Is this the right allocation of our budget across programs and activities?
• Do we have the right distribution of programs between Prevention and Early
Intervention?
• Do our programs link people with early onset of serious mental illness with
medically necessary care provided by county mental health programs? Are we
doing enough outreach to potential responders to help them identify early signs of
potentially severe mental illnesses?
• Are we meeting the needs of different underserved populations and age groups?
• Are there public health goals we are not addressing that we should?
KW-61 03/2013
Overview
• Background
• Golden County PEI
Programs Description
• Stakeholder feedback
and discussion
KW-62 03/2013
MHSA Requires Counties Prepare a 3-Year Program
and Expenditure Plan
• Plan must be developed with “meaningful stakeholder input”
• Clients and families must be involved in all aspects of
community planning process
• Plan must be updated annually
• “Knowledge is power”
KW-63 03/2013
How We Collected Program Information
Program
1
Individual
Program
Questionnaire
Program
2
Program
3
Program
5
Program
6
Program
7
Program
9
Program
4
All Program
Description
Excel
Workbook
Program
8
Stakeholder
Presentations
Slide Deck
Program
10
KW-64 03/2013
Individual Program
Description Questionnaire
• Filled out individually for each PEI program in the
county
• Purpose: Collect accurate data about each PEI
program
KW-65 03/2013
Golden County PEI Programs –
What Information We Will Provide
• List of programs and characteristics
– Cost
– Count of participants
– Intensity
• What activities programs are doing and distribution of
dollars across activities
• Target participant characteristics
• Short term goals
• Public health goals
KW-66 03/2013
List of Programs and Characteristics
KW-67 03/2013
Distribution of Programs by Primary Focus
KW-68 03/2013
Types of Activity
• Outreach and public awareness campaigns
• Community strengthening
• Gatekeeper education and training
• Counseling and support
• Screening and referral
• System change efforts
• Clinical services for early intervention
KW-69 03/2013
How Many Programs are Doing Each Type
of Activity?
KW-70 03/2013
How are PEI Funds Distributed Across Activities?
KW-71 03/2013
How Intensive are Programs?
KW-72 03/2013
Demographics of Participants
• Race/Ethnicity
• Primary Language
• Age groups (children, school-age, TAY, adults, seniors)
• Gender
• Special populations
–
–
–
–
Veterans, military
Foster care, undocumented, undeserved
Low income, Medicaid eligible
LGBTQ
KW-73 03/2013
How many programs mainly target each racial/ethnic
group?
KW-74 03/2013
How many programs mainly target
each age group?
KW-75 03/2013
How Many Programs Target Special or Underserved
Groups?
KW-76 03/2013
Are Materials and Program Activities Provided
in Languages Other than English?
KW-77 03/2013
How Many Programs Mainly Address Each ShortTerm Goal?
KW-78 03/2013
How Many Programs Seek to Reduce Each Public
Health Problem?
KW-79 03/2013
Questions for Stakeholders
• Do our current PEI programs and activities address local priorities? What local
priorities are not being met? Are there areas that are getting too much attention?
• Do the types of programs reflect our community values? Do the programs promote
access and acceptance for the diverse people of California?
• Is this the right allocation of our budget across programs and activities?
• Do we have the right distribution of programs between Prevention and Early
Intervention?
• Do our programs link people with early onset of serious mental illness with
medically necessary care provided by county mental health programs? Are we
doing enough outreach to potential responders to help them identify early signs of
potentially severe mental illnesses?
• Are we meeting the needs of different underserved populations and age groups?
• Are there public health goals we are not addressing that we should?
KW-80 03/2013
Back-Up Slides
Can Be Used If More Detail Is
Required
KW-81 03/2013
Overview of Questionnaire Items
1. What is the name of the program you are describing?
(Please provide full name and any acronym
commonly used)
KW-82 03/2013
2. Is this program primarily focused on:
(Please check one box)
1
2
3
Prevention, or
Early intervention, or
System change efforts
KW-83 03/2013
3. What are the main activities that this program carries out?
Many programs do a bit of everything, so try to identify the
most important activities for this program, which are directed
at the target population for the program. Please refer to
Guide below in determining program activities.
(Check all that apply)
1
2
3
4
5
6
7
8
Outreach and public awareness campaigns
Community strengthening
Gatekeeper education and training (including program
staff training)
Counseling and support
Screening and referral
System change efforts
Clinical services for early intervention
Other – what activity? __________________________
KW-84 03/2013
4. What was the approximate total amount of PEI
funding for this program in fiscal year 2012-13?
Do not include funding for the program that
comes from other sources.
$ ____________
KW-85 03/2013
5. Please indicate as best you can how the total funding was used
across the main activities of this program in fiscal year 2012-13.
If an activity is not part of this program, leave the line blank.
ACTIVITIES
% OF total program FUNDING
Outreach and public awareness campaigns
%_________
Community strengthening
%_________
Gatekeeper education and training
%_________
Counseling and support
%_________
Screening and referral
%_________
System change efforts
%_________
Clinical services for early intervention
%_________
Other – what activity?
%_________
100% = TOTAL FUNDING
KW-86 03/2013
6. What is the intensity of this program’s main activities
taken as a whole?
(Please check one box)
1 Single or light touch activities
2 More intensive activities
3 Both levels
KW-87 03/2013
About how many individuals were served by this program in 2012,
based on a duplicated and/or unduplicated count?
• Duplicated count – individuals may be counted more than one time if
they receive several services within one program within the same
reporting period.
• Unduplicated count – individuals are counted only once, no matter
how many different services a client is receiving within a program in
the same reporting period.
7. Please provide an unduplicated count if possible.
______________
Number of unduplicated individuals
or [ ] Unduplicated count not available
KW-88 03/2013
8. Please provide a duplicated count if available.
______________ Number of duplicated individuals
or [ ] Duplicated count not available
KW-89 03/2013
9. What are the age groups mainly targeted by this
program?
(Check all that apply)
1
2
3
4
5
Children – Age 0-15
TAY – Age 16-25
Adults – Age 26-59
Seniors – Age 60+
No main group(s) – targets all ages equally
KW-90 03/2013
10. What are the race/ethnicities mainly targeted by
this program?
(Check all that apply)
1
2
3
4
5
6
7
8
Hispanic/Latino
White
Black/African American
Asian
American Indian, Native American, Alaskan Native
Native Hawaiian, Pacific Islander
Other
No main group(s) – targets all equally
KW-91 03/2013
11. Are materials and program activities provided in
languages other than English?
(Please check one box)
1
2
3
Yes – most of them
Yes – some of them
Materials and activities are
in English only
KW-92 03/2013
12. What special groups are mainly served by this
program?
(Check all that apply)
1
2
3
4
5
6
7
8
9
10
Veterans
Military
Foster care children/youth and/or families
LBGTQ
Undocumented immigrants
Low income, Medicaid eligible
Underserved
Program designed to serve everyone, no targeting of
any special group
Other
NONE OF THESE
KW-93 03/2013
13. In the design or operations of this program have
there been any specific adaptations to make it
more culturally appropriate for the target
group(s)?
(Please check one box)
1
2
3
Yes
No
Not applicable
KW-94 03/2013
14. We are going to ask about the program and public health goals
targeted by this program. Programs may have multiple goals so
please try to identify the main goals for the program. What are the
main goals for this program? By goals we mean the most immediate
intended results of this program.
(Check all that apply)
1
2
3
4
5
6
7
8
Increased knowledge and more supportive attitudes about mental illness
Decreased risk behaviors and/or increased coping skills
Decreased distress and/or fewer and less severe symptoms Could also
include preventing crisis situations from escalating
Improved individual functioning (could be at home, school, and work) and
increased resilience and well-being
Improved family functioning
Increased help-seeking and utilization of additional assessment and/or
treatment services
Increased community resiliency, such as improved social climate,
reduced stigma and discrimination, and more social supports available in
the community
Improved systems of care which could include more coordinated and
culturally responsive services, increased capacity and access, improved
policies and protocols for how individuals move between systems (e.g.,
primary care to specialty care, or juvenile justice to the school system)
KW-95 03/2013
15. Programs may or may not directly target public health
goals, but may be intended to contribute to reducing
mental health related public health problems. What
main public health problems is this program intended
to reduce:
(Check all that apply)
1
2
3
4
5
6
7
8
9
Suicide
School dropout related to mental health
Removal of children from the home related to
mental health
Incarceration related to mental health
Homelessness related to mental health
Unemployment related to mental health
Stigma and discrimination related to mental health
Prolonged suffering related to mental health
Disparities related to mental health treatment access
and/or utilization
KW-96 03/2013
16. Are there main program goals that were not
covered in these questions?
(Please check one box)
1
2
Yes -> What goals?
NO, ALL WERE COVERED
KW-97 03/2013
Guide to classifying program activities
OUTREACH AND PUBLIC AWARENESS CAMPAIGNS
Purpose:
To increase public knowledge and awareness.
Target:
General public - individuals not identified on the basis
of a specific risk factor.
Examples:
Public service announcements; developing and
hosting informational websites; creating and
distributing pamphlets or other printed material for
wide scale distribution; stigma reduction campaigns;
hosting health fairs.
Note:
Do not include outreach intended to recruit program
participants or build community partnerships in this
category.
KW-98 03/2013
Guide to classifying program activities
COMMUNITY STRENGTHENING
Purpose:
To increase community resources and resiliency, or to
improve social climate and increase social support.
Target:
These are universal prevention activities and are not
directed towards individuals who have specific risk
factors.
Examples:
A resource or drop in center (if the primary purpose of
the resource program is community strengthening); a
school-based anti-bullying program directed at the
entire school or community; an exercise program for
the elderly; NAMI Family to Family programs and
vocational programs; Parent education programs for
all parents; school readiness programs that are
targeted at all children.
KW-99 03/2013
Guide to classifying program activities
GATEKEEPER EDUCATION AND TRAINING
Purpose:
To train and educate individuals to recognize
someone who is in distress and could benefit from
further evaluation or treatment and/or to create a safe
and non-stigmatizing environment where someone
can self-identify as needing help.
Target:
Community leaders, school personnel, emergency
workers, and other gatekeepers.
Examples:
Teacher training programs, training for suicide hotline
operators, training for outreach workers and
community leaders.
Note:
This category includes training of program staff.
KW-100 03/2013
Guide to classifying program activities
COUNSELING AND SUPPORT
Purpose:
To reduce risk factors and increase copies skills.
Target:
At-risk individuals, rather than individuals with a known
diagnosis. These programs do not include universal
prevention programs.
Examples:
Peer support programs; Resource centers (if the
primary purpose is to provide counseling and support);
Suicide hot and warm lines; Parent training programs
for children with identified needs or risk factors;
Violence prevention programs directed at selected
children or youth; Promotoras home visiting programs.
Note:
These activities are generally conducted by individuals
who are not licensed mental health clinicians.
KW-101 03/2013
Guide to classifying program activities
SCREENING AND REFERRAL
Purpose:
To identify individuals who might benefit from
additional assessment and/or counseling.
Target:
At risk individuals such as foster youth, new moms,
frail elderly.
Examples:
School-based screening; suicide hot and warm lines,
some Promotoras programs.
KW-102 03/2013
Guide to classifying program activities
SYSTEM CHANGE EFFORTS
Purpose:
To improve system functioning in order to increase
appropriate identification of need and access to
services.
Target:
Public and private systems.
Examples:
Efforts to develop and disseminate culturally
appropriate policies and procedures and culturally
competent services, as well as data systems to track
individuals. Development of referral networks and
efforts to increase and make more efficient
collaboration across systems and programs. Efforts
to increase access and capacity by reducing
inefficiencies could also be included here.
KW-103 03/2013
Guide to classifying program activities
CLINICAL SERVICES FOR EARLY INTERVENTION
Purpose:
To keep mental illnesses from becoming chronic and
increasing in severity.
Target:
Individuals with either a known or likely diagnosis or
symptoms related to a diagnosis.
Examples:
First break psychosis programs, PTSD/PTSD
symptom treatment programs; primary care
integration programs; school-based trauma treatment;
family therapy.
Note:
These activities are generally conducted by licensed
mental health clinicians.
KW-104 03/2013
Duplicated vs. Unduplicated Counts
• Duplicated Count: Refers to a program participant who may be
counted more than one time in a grant year. This might occur if a
client received multiple services in the same reporting period
within one program or across multiple programs
• Unduplicated Count: is one (1) person/client that is counted only
once, no matter how many different services the client is receiving
during the funding period – could be within or across programs.
• Can we get unduplicated counts?
– Within individual PEI programs?
– Across PEI programs in a county?
105
KW-105 03/2013
Methods for Capturing Unduplicated Counts
• Enroll participants and assign program IDs
– Use an online system to support unique records
– Create prepopulated service forms with client name and ID for
providers
• Train providers in the importance and methods for enrolling and
tracking services
• Have programs submit data on individuals (without personal
identifiers) for more meaningful analyses
• Or – agree that unduplicated counts are OK, but be consistent and
clear
KW-106 03/2013
How We Handle Counts
• Collected “duplicated” counts for all programs
– This is most common form of information counties have
• Graphic displays based on “duplicated” counts since most
programs can provide this information
KW-107 03/2013
THANK YOU FOR PARTICIPATING