The Chartam Mental Health Planner: An Evidence-Based Assessment in School Mental Health
Evidence-Based Practice in Psychology, or EBPP, is about using proven methods for both understanding and helping people. When working with children and teenagers, EBPP involves three main things:
Figuring out what's going on,
Doing something about it
Keeping track of how things are going
Using evidence-based methods means using tests and tools proven to work. It also means using these tools regularly during a young person's treatment. These tools help us understand what's wrong and choose the best ways to help. They also help us see if the treatment is working and if the clinician should implement any changes.
The Chartam Mental Health Planner is a new resource that allows the user to track their symptoms moment-to-moment. The user documents their life in the planner every day. They do this in a visual way, creating visual data of their symptoms and habits affecting the quality of their life. In turn, this allows a user’s clinicians to gain a better understanding of their situation.
Using methods such as moment-to-moment tracking is important for getting the right diagnosis. It also helps with making sure the treatment is effective. However, many clinicians, especially those working with young people, don't always use them.
Studies show that many therapists, especially those with master’s degrees, don't use these methods as much as they should. Some of the reasons are practical, like insufficient time or money. Other reasons include whether the tools are useful for different kinds of people. Despite these challenges, using evidence-based methods is important for giving good care.
In schools, where many young people spend a lot of time, therapists must use evidence-based assessments and methods. But we don't know a lot about the challenges therapists in schools face in using evidence-based methods.
Since using evidence-based methods is so important, especially in schools, it's vital to understand what helps and what makes it hard for therapists to use these methods. It is also important to understand how new resources, like the Chartam Mental Health Planner, help therapists overcome these hurdles. This way, we can find better ways to ensure young people get the best care in schools.
So, what are the challenges clinicians treating high school students face? How can the Chartam Mental Health Planner help them overcome these challenges? Why should school-based therapists use the Chartam Mental Health Planner?
Table of Contents
The School Mental Health Situation
How the Chartam Mental Health Planner Fits In School-Based Mental Health
The School Mental Health Situation
In the world of kids' mental health, many children and teens face problems like…
Not getting the help they need
Struggling to find care
Not always getting good care
Most kids with mental health issues don't get treatment, and this hasn't changed much over time. Schools are becoming more important in providing mental health services to young people, with about 70% of those who do get help doing so at school.
Even though schools can be a key place for mental health care, there are challenges. This is especially true for the therapists who work there. They often deal with kids who have more than one problem or who face tough family, social, and environmental issues. These therapists might find it harder to use certain tests, especially for kids from different backgrounds.
Understanding what helps and what makes it hard for therapists to use these methods in schools can make mental health care better for all kids, especially those who may not usually get the help they need.
The Findings Of A 2015 Study
Elizabeth H. Connors and her research colleagues conducted a study to assess the problems of implementing evidence-based care in school mental health. In the article, titled “Evidence-Based Assessment in School Mental Health”, Connors and her team take a deep dive into the world of school mental health.
The study conducted by the researchers aimed to investigate the factors linked to the use and effectiveness of Evidence-Based Assessment (EBA) in actual clinical settings. They specifically focused on school settings.
The researchers gathered information from a national group of School Mental Health (SMH) clinicians, looking into their current assessment practices. This included…
How often they reportedly use these tools
Perceived ease of use
The usefulness of 18 commonly used assessment tools available in the public domain.
They also looked at their overall opinions about using evidence-based assessments.
The researchers paid special attention to the barriers clinicians face in trying to use these assessments. The team also looked into clinicians’ attitudes toward assessment. This is because these are crucial for understanding how EBA works in real-world clinical situations.
To do this, the team explored whether different characteristics can connect to the number of challenges clinicians reported in using assessments. They also wanted to know if this affected attitudes toward these tools.
The team then tested if these connections led to differences among groups. They also conducted interviews to get more information on what helps or hinders the use of EBA tools.
Study Results and Findings
National Survey Data
The study looked at…
How often clinicians use different assessment tools (like questionnaires)
Their opinions on how easy and helpful these tools are.
Researchers also explored the barriers clinicians face and their attitudes toward assessments.
A national group of mental health clinicians who work in schools took part in the study.
Here are some key findings:
Most Used Tools:
Clinicians used Assessment Instruments (AIs) the most (80%)
The Vanderbilt ADHD Rating Scale (56%) and the CRAFFT and CAGE (24% each for substance abuse screening) were also popular.
Easy-to-Use Tools:
Participants rated the CAGE, Disruptive Behavior Disorder Scale, and Vanderbilt as the easiest to use by clinicians.
Helpful Tools:
Participants rated AIs, the Disruptive Behavior Disorder Scale, and Screening for Child Anxiety Related Disorders (SCARED) as the most helpful.
Common Barriers:
Clinicians face barriers like…
Difficulty reaching parents (65%),
Parents and students not understanding assessment items (37% and 33%, respectively),
Not having access to preferred assessment tools (29%)
Supervision:
Most clinicians (65%) receive regular supervision, but 42% reported their supervisor didn't discuss assessment use.
Attitudes Toward Assessment:
Clinicians generally had neutral attitudes toward evidence-based assessment (EBA). Some were less open to learning about new assessments.
Correlations:
The study found connections between clinician experience and attitudes, as well as attitudes and the number of barriers they faced.
The study looked at…
What tools clinicians use in schools
How they feel about using them
The challenges they face
It found that some clinicians find certain tools more helpful and easier to use. However, there are barriers like difficulty reaching parents. Also, some clinicians are more open to learning new things than others. Their experience levels play a role in their attitudes.
Semistructured Interviews
In this study, researchers interviewed mental health clinicians and program managers. The team wanted to understand the challenges and advantages of using evidence-based assessments (EBA) in school-based mental health services.
Here's a breakdown of the key findings:
Advantages of Assessment:
Tracking Progress:
Clinicians found that a benefit of using assessments is the ability to track a student's progress over time.
Communication:
Assessments help in communicating with other healthcare providers. This helps in discussing a student's treatment successes and challenges.
Challenges of Assessment:
Low Completion Rates:
Many clinicians face difficulties getting parents, teachers, and students to complete the assessments. They cited ongoing challenges in getting them to follow through.
Reliance on Clinical Judgment:
Some clinicians prefer relying on their clinical judgment rather than using assessment findings. They do this to determine diagnoses or measure progress.
Strengths and Weaknesses of Assessment Tools:
Strengths:
Clinicians valued assessments that were…
Easy to use
Integrated well with treatment
Provided useful information
Tools like Vanderbilt, BPC, and CES-DC were frequently endorsed for their ease of use.
Weaknesses:
Common weaknesses included…
Clinicians not liking specific measures
Unclear information from the assessments
Difficulty in administering them.
Strategies to Increase Completion by Stakeholders:
Improve Utility:
Making assessments less time-consuming and more user-friendly can increase completion. Suggested strategies included…
Allowing students breaks
Reading questions to them
Presenting assessments as a regular part of their tasks
Increase Engagement:
Explaining to parents and teachers why completing assessments is beneficial. Involving them in the process can boost engagement.
Strategies to Increase Clinician Use:
Program Requirements:
Some programs make it mandatory for clinicians to use specific assessments. This is to ensure consistency and quality of treatment.
Training:
Some highlighted things included
Providing training to clinicians on how to use assessments,
Interpret results
Integrate them into their practice
Increase Access:
Making assessments more accessible to clinicians can encourage their use.
Clinician Characteristics Affecting Use:
Exposure and Comfort:
Clinicians are more likely to incorporate assessments into their practice if they are…
Aware of different assessments
Comfortable using them
Graduate Training:
Exposure to assessments during graduate training programs influences a clinician's comfort and familiarity.
Openness:
Newer clinicians, still in supervision, are generally more open to using assessments. More experienced clinicians might be resistant. This might be due to feeling confident in their clinical judgment.
Trends in School Mental Health:
Shift Toward Evidence-Based Practice:
The field is evolving with a recent emphasis on…
Evidence-based practice
Outcome tracking
Demonstrating treatment impact to secure funding
Struggles with Outcome Demonstration:
Clinics face challenges in demonstrating outcomes to funders using certain measures. This leads to ongoing efforts to improve documentation and knowledge about available measures.
These findings provide valuable insights. It helped researchers understand the complexities and considerations surrounding the use of EBAs. It also provided insights into school-based mental health services.
How the Chartam Mental Health Planner Fits In School-Based Mental Health
The Chartam Mental Health Planner is a super cool tool for school-based mental health clinicians to help students with their mental health. It's easy to use and can be a game-changer for both the clinician and the student.
One awesome thing about this planner is that it's super easy to get started. Clinicians can quickly teach their patients how to use it and get started. Plus, it's designed in a way that anyone can easily understand and use, including students. You don't need to have a PhD to interpret the data.
Now, the best part is that it helps track progress. Imagine being able to see how you're doing over time – that's exactly what this planner does! It lets the clinician and the student track how things are going, kind of like a mental health journey map.
The planner is like a secret language between the student and the clinician. It helps the clinician understand what's going on in the student's life and how their mental health is doing. It's like a magic decoder that helps clinicians make the best decisions to help the student.
It's not just about tracking progress; it also gives really useful information. Clinicians can see what's working and what might need a little extra attention. It's like having a superhero sidekick in the world of mental health – always there to guide and support.
And the best part is, you don't need a PhD to use it! Clinicians can start using it without much training. It's like learning to ride a bike – easy and fun. The planner fits right into the treatment plan, making it a superhero tool for clinicians working with students.
So, the Chartam Mental Health Planner is not just a tool; it's a friend that understands, tracks progress, and helps make life better for students dealing with mental health stuff. It's like a high-tech superhero cape for clinicians – making their job easier and helping students feel better.
Conclusion
In conclusion, the Chartam Mental Health Planner is a beacon of support in school-based mental health. Addressing students' mental health challenges is no easy feat for school therapists. That said, the Planner stands out as a valuable ally in this journey.
There are many challenges faced by school therapists. This includes difficulty reaching parents and the constant struggle for effective communication with students. That said, the Chartam Mental Health Planner addresses these challenges head-on. It provides a user-friendly design that is easily interpretable. Its intuitive design ensures that both clinicians and students can integrate it into their routines.
Beyond its streamlined design, the planner's ability to track progress becomes a vital tool for therapists. Clinicians are in a profession where understanding the nuances of a student's mental health journey is crucial. The Planner empowers therapists with valuable insights. It aids in clinical judgment. It also helps in making treatment plans based on real-time, tangible progress data.
The planner's unique capability to communicate health problems adds another layer of significance. It helps bridge the gap between therapists and students. It also becomes a shared language that fosters understanding and collaboration. Moreover, the planner is compatible with individualized treatment needs. This ensures clinicians can address each student's unique challenges.
In the face of limited resources and time constraints, the Chartam Mental Health Planner can help. There is minimal training required to use it. Therefore, it becomes an accessible tool that doesn't burden therapists already stretched thin. It adapts to the workflow of school therapists. In turn, it offers support rather than hindering efforts.
As we navigate the evolving landscape of school-based mental health, the Chartam Mental Health Planner stands as a testament to the power of new resources. It enhances therapeutic endeavors. It acknowledges the challenges faced by school therapists and provides solutions. It fosters a more supportive and effective environment for the well-being of students. With the planner, we pave the way for a future where mental health support in schools is a necessity. It also becomes a streamlined and empathetic process.
