Developing and Testing an Efficient SMH Model for “Real World” Schools
Working with local school districts, the current research team developed a SMH approach that incorporates problem-focused assessment, problem-solving, and flexibly applied evidence-based elements (Bruns et al., The current paper describes an initial efficacy test of this school-based triage and brief intervention approach. The Brief Intervention for School Clinicians (BRISC) provides a first-line, “Tier 2” intervention that aims to use consistent assessment to inform the level and type of ongoing services needed (including “Tier 3” services as needed) in a prevention-oriented, multi-tiered delivery model. BRISC incorporates modular elements of effective care (Weisz & Bearman, The BRISC theory of change posits two paths to positive outcomes. First, that SMHPs who use explicit engagement strategies, e.g., student’s identification of treatment target and ongoing data collection to guide decision-making will promote service outcomes such as greater alliance, treatment engagement and retention, and more appropriate and rapid referrals to other servies as needed. Second, that teaching effective problem solving and a targeted set of flexibly applied evidence-based strategies will promote better problem-solving, improved coping skills, and resolution of student top problems in the short term as well as connections to services if/as needed.The study sought to answer the following research questions:What were SMHPs’ perceptions of the Compared to SAU, what were the effects of BRISC on Compared to services as usual (SAU), what were the effects of BRISC on Compared to SAU, what were the effects of BRISC on Compared to SAU, what were the effects of BRISC on We hypothesized that BRISC would be feasible and acceptable to SMHPs, promote greater initial engagement in SMH services and more rapid completion of care, and be at least equally effective in improving symptoms and functioning as SAU.