Kurt D. Michael John Paul Jameson Editors Handbook of Rural School Mental Health Handbook of Rural School Mental Health Kurt D. Michael • John Paul Jameson Editors Handbook of Rural School Mental Health Editors Kurt D. Michael John Paul Jameson Department of Psychology Department of Psychology Appalachian State University Appalachian State University Boone, NC, USA Boone, NC, USA ISBN 978-3-319-64733-3 ISBN 978-3-319-64735-7 (eBook) DOI 10.1007/978-3-319-64735-7 Library of Congress Control Number: 2017954296 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland To Amy, my life partner and best friend—your unwavering support of my personal and professional pursuits is something I will always hold dear (KM). To Denise, who shares a passion for using science to serve the most vulnerable among us—your support was indispensable in making this book happen (JPJ). Foreword Escalating the Advancement of Rural School Mental Health As documented in a growing number of books (see Adelman & Taylor, 2010; Clauss-Ehlers, Serpell, & Weist, 2013; Dikel, 2014; Doll & Cummings, 2008; Evans, Weist, & Serpell, 2007; Kern, George, & Weist, 2016; Kutcher, Wei, & Weist, 2015; Robinson, 2004; Weist, Evans & Lever, 2003; Weist, Lever, Bradshaw, & Owens, 2014), proliferating research and journal articles (see newer journals School Mental Health published by Springer, and Advances in School Mental Health Promotion published by Routledge), and increasing federal support (President’s New Freedom Commission, 2003; United States (U.S.) Public Health Service, 2000; U.S. White House, 2013), the school mental health (SMH) field is gaining momentum in the U.S. and around the world (Rowling & Weist, 2004; Weare, 2000; Weist, Short, McDaniel, & Bode, 2016). The field, as represented in this literature and in this critically important book edited by leaders Kurt Michael and John Paul Jameson, reflects an interdisciplinary and cross-system approach involving a range of relevant community agencies and stakeholders (e.g., mental health, juvenile justice, child welfare, family/youth advocacy, disabilities, primary health care) working collaboratively with schools, school-employed mental health professionals, educators, and other school staff to move toward greater depth and quality in multitiered systems of support involving promotion/preven- tion, early intervention, and treatment (also see the highly related literature on Positive Behavior Support—e.g., Sailor, Dunlap, Sugai, & Horner, 2009; and evolving work to link it with SMH—e.g., Barrett, Eber, & Weist, 2013). Indeed, it can be argued that there is no agenda within a community that is more important, as SMH is focused on assisting children and youth; promot- ing their positive social, emotional, and behavioral functioning; reducing and removing barriers to their learning; and increasing the likelihood of their suc- cessful matriculation, graduation, and positive contributions to society. The SMH field is based on several fundamental recognitions. First, in gen- eral, children, adolescents, and families have difficulty connecting to and subse- quently do not regularly attend specialty mental health appointments (see Atkins et al. 1998; Catron, Harris, & Weiss, 1998). Second, although schools represent a universal setting, significant for almost all youth, they are under-resourced to meet the mental health needs of students (see Foster et al., 2005). Third, there are vii viii Foreword many advantages to augmenting existing school staff efforts to improve student mental health by partnering with community mental health and other agencies to move toward an “expanded” school mental health approach (Weist, 1997). As the field is gaining momentum in interconnected research, practice, and policy, a range of benefits for students, schools, and community are being documented (see Stallard, Simpson, Anderson, Hibbert, & Osborn, 2007; Suldo, Gormley, DuPaul, & Anderson-Butcher, 2014; Wilson & Lipsey, 2007), which are in turn fueling further advances and fostering the building of capacity. Notably, there is evidence that SMH is particularly important for rural children, youth, and families, given the higher rates of death by suicide in remote regions (Fontanella et al., 2015), prevalent substance abuse including opioid addiction and overdose (Lambert, Gale, & Hartley, 2008), and increased barriers to receiving effective care (Hefflinger et al., 2015). Thus, there is a critical need for innovative and empirically supported mental health services for rural youth and families (see Jameson, Chambless, & Blank, 2009) with emphasis on school-based approaches to increase the likelihood that they will actually connect to these services (see Michael et al., 2013). This is the gap that this Handbook fulfills. Editors Kurt Michael and John Paul Jameson have assembled a comprehensive collection of superbly writ- ten chapters that covers the full range of issues relevant to further building the SMH agenda for rural youth and families. As above, chapters focus on advancements in research, practice, and policy, as well as interconnecting progress across these realms in key theme areas including Development and Implementation, Clinical and Cultural Conditions, Addressing Challenges, and Program Evaluation and Sustainability. Per the interdisciplinary, cross- agency, and diverse nature of the SMH field, contributing authors reflect this diversity, with senior researchers and policy leaders, younger faculty and pro- gram managers, multiple disciplines and stakeholder groups represented. Chapters provide relevant background and important hands-on guidance for making progress. It is a privilege to participate in this groundbreaking work. Columbia, SC, USA Mark D. Weist References Adelman, H., & Taylor, L. (2010). Mental health in schools: Engaging learners, preventing problems, and improving schools. Thousand Oaks, CA: Corwin. Atkins, M. S., McKay, M. M., Arvanitis, P., London, L., Madison, S., Costigan, C., … Bennett, D. (1998). An ecological model for school-based mental health services for urban low-income aggressive children. The Journal of Behavioral Health Services & Research, 25, 64–75. Barrett, S., Eber, L., & Weist, M.D. (2013). Advancing education effectiveness: An inter- connected systems framework for Positive Behavioral I nterventions and Supports (PBIS) and school mental health. Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press. Catron, T., Harris, V.S., & Weiss, B. (1998). Posttreatment results after 2 years of ser- vices in the Vanderbilt school-based counseling project. In M. H. Epstein, K. Kutash, & A. Ducknowski (Eds.), Outcomes for children and youth with behavioral and emotional disorders and their families: Programs and evaluation best practices (pp. 633–656). Austin, TX: Pro-Ed. Foreword ix Clauss-Ehlers, C., Serpell, Z., & Weist, M.D. (2013). Handbook of culturally responsive school mental health: Advancing research, training, practice, and policy. New York: Springer. Dikel, W. (2014). The teacher’s guide to student mental health. New York: W.W. Norton. Doll, B., & Cummings, J.A. (2008). Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children. Thousand Oaks, CA: Corwin Press, and National Association of School Psychologists. Evans, S.W., Weist, M.D., & Serpell, Z. (2007). Advances in school-based mental health inter- ventions: Best practices and program models (Vol. II). New York: Civic Research Institute. Fontanella, C. A., Hiance-Steelesmith, D. L., Phillips, G. S., Bridge, J. A., Lester, N., Sweeney, H. A., & Campo, J. V. (2015). Widening rural-urban disparities in youth sui- cides, United States, 1996–2010. JAMA Pediatrics, 169(5), 466–473. Foster, S., Rollefson, M., Doksum, T., Noonan, D., Robinson, G., & Teich, J. (2005). School mental health services in the United States 2002–2003 (DHHS Pub. No. (SMA) 05-4068). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration. Heflinger, C. A., Shaw, V., Higa-McMillan, C., Lunn, L., & Brannan, A. M. (2015). Patterns of child mental health service delivery in a public system: Rural children and the role of rural residence. Journal of Behavioral Health Services & Research, 42(3), 292–309. Jameson, J.P., Chambless, D.L., & Blank, M.B. (2009). Utilization of empirically sup- ported treatments in rural community mental health centers: Necessity is the mother of innovation. Community Mental Health Journal, 65, 723–735. Kern, L., George, M.P., & Weist, M.D. (2016). Supporting students with emotional and behavioral problems: Prevention and intervention strategies. Baltimore: Paul H. Brookes. Kutcher, S., Wei, Y., & Weist, M.D. (2015). School mental health: Global challenges and opportunities. Cambridge, UK: Cambridge University Press. Lambert, D., Gale, J. A., & Hartley, D. (2008). Substance abuse by youth and young adults in rural America. The Journal of Rural Health, 24(3), 221–228. Michael, K. D., Albright, A., Jameson, J.P., Sale, R., Massey, C. S., Kirk, A., & Egan, T.E. (2013). Does cognitive-behavioral therapy in the context of a rural school mental health program have an impact on academic outcomes? Advances in School Mental Health Promotion, 6, 247–262. President’s New Freedom Commission. (2003). Achieving the promise: Transforming men- tal health care in America. Washington, DC: President of the United States. http:// govinfo.library.unt.edu/mentalhealthcommission/reports/reports.htm. Robinson, R. (Ed). (2004). Advances in school-based mental health interventions: best practices and program models (1st Ed.). Kingston, NJ: Civic Research Institute. Rowling, L., & Weist, M.D. (2004). Promoting the growth, improvement and sustainability of school mental health programs worldwide. International Journal of Mental Health Promotion, 6(2), 3–11. Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2009). Handbook of positive behavior support. New York: Springer. Stallard, P., Simpson, N., Anderson, S., Hibbert, S., & Osborn, C. (2007). The FRIENDS emotional health programme: Initial findings from a school-based project. Child and Adolescent Mental Health, 12(1), 32–37. Suldo, S.M., Gormley, M.J., DuPaul, G.J., & Anderson-Butcher, D. (2014). The impact of school mental health on student and school-level academic outcomes: Current status of the research and future directions. School Mental Health, 6(2), 84–98. U. S. Public Health Service. (2000). Report of the Surgeon General's conference on children’s mental health: A national agenda. Washington, DC: Department of Health and Human Services. U.S. White House. (2013). Now is the time: The President’s plan to protect our children and our communities by reducing gun violence. Washington, DC: President of the United States. www.whitehouse.gov/now-is-the-time. Weare, K. (2000). Promoting mental, emotional, and social health: A whole school approach. London: Routledge. Weist, M.D. (1997). Expanded school mental health services: A national movement in progress. In T.H. Ollendick, & R.J. Prinz (Eds.), Advances in clinical child psychology, Volume 19 (pp. 319–352). New York: Plenum Press. x Foreword Weist, M. D., Evans, S. W., & Lever, N. (2003). Handbook of school mental health: Advancing practice and research. New York: Kluwer Academic/Plenum Publishers. Weist, M.D., Lever, N., Bradshaw, C., & Owens, J. (2014). Handbook of school mental health: Research, training, practice, and policy, 2nd edition. New York: Springer. Weist, M.D., Short, K., McDaniel, H., & Bode, A. (2016). The School Mental Health International Leadership Exchange (SMHILE): Working to advance the field through opportunities for global networking. International Journal of Mental Health Promotion 18(1), 1–7. Wilson, S.J., & Lipsey, M.W. (2007). School-based interventions for aggressive and dis- ruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), 130–143. Mark D. Weist received a Ph.D. in clinical psychology from Virginia Tech in 1991 after completing his internship at Duke University, and is a Professor in Clinical-Community and School Psychology in the Department of Psychology at the University of South Carolina. He was on the faculty of the University of Maryland for 19 years where he helped to found and direct the Center for School Mental Health (http://csmh.umaryland.edu), providing leadership to the advancement of school mental health (SMH) policies and programs in the United States. He has edited ten books and has published and presented widely in SMH and in the areas of trauma, violence and youth, evidence-based prac- tice, cognitive behavioral therapy, Positive Behavioral Interventions & Supports (PBIS), and on an Interconnected Systems Framework (ISF) for SMH and PBIS. He is currently co-leading a regional conference on school behavioral health (reflecting integrated SMH and PBIS, see http://www.schoolbehavioral- health.org) and leading a randomized controlled trial on the ISF. Preface The idea for this Handbook emerged from a series of conversations that took place in the fall of 2012. JP and I had been deeply involved in the develop- ment of school mental health (SMH) initiatives in rural Appalachia for sev- eral years. In search of guidance tailored for our remote settings, we consulted the empirical literature on schools, children’s mental health, community psy- chology, implementation science, outcome assessment, school administra- tion, and policy to practice outlets. We also searched for more comprehensive resources in school mental health, child and adolescent behavioral health care, school social work, counseling, nursing, and school psychology. There were certainly some excellent resources already available, including the s econd edition of the Handbook of School Mental Health (Springer), yet the issue of rural SMH was not addressed specifically. The closest approximation found were two single chapters in edited books or handbooks, including a chapter in Rural Mental Health: Issues, Policies, and Best Practices (Waguespack, Broussard, & Guilfou, 2012) and another single chapter in the Handbook of Culturally Responsive School Mental Health: Advancing Research, Training, Practice, and Policy (Owens, Watabe, & Michael, 2013). Though these works are outstanding, it became clear to us that the body of literature on rural issues in SMH was otherwise scant, disjointed, unorga- nized, and less than user-friendly. Around the same time and coincidentally, Springer Associate Editor, Garth Haller, contacted me to inquire if I had any book ideas. JP and I agreed to meet Garth and his colleague, Senior Editor Judy Jones, in Seattle at the Annual National Association of School Psychologists (NASP) Convention to discuss the idea further. As the conver- sation deepened, we felt optimistic that there was a sufficient need to assem- ble an inaugural Handbook of Rural School Mental Health. Although it certainly took longer than expected, we are thrilled with the final product. When we started to organize the content of this book, we approached it as something of a thought experiment. We asked ourselves, “If we could go back in time to when we started this work, what would we want to know to avoid some of the mistakes we made and handle some of the problems we encountered early on?” We quickly realized that this book needed to move well beyond the nuts and bolts of clinical practice in school settings and address the additional issues of development, implementation, process, pol- icy, sustainability, and evaluation. A successful rural SMH program takes a proverbial village, and we decided that we needed a book that spoke to the need of having all parties come together with respect to their unique perspec- xi