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An Exploration Into the Internal Dynamics of a School‐Based Mental Health Collaboration
Author(s) -
Kury Kenneth Wm.,
Kury Gloria
Publication year - 2006
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2006.00089.x
Subject(s) - mental health , realm , proxy (statistics) , psychology , plan (archaeology) , medical education , outcome (game theory) , sample (material) , service delivery framework , applied psychology , service (business) , medicine , psychiatry , computer science , geography , business , chemistry , mathematics , archaeology , marketing , mathematical economics , chromatography , machine learning
Schools are moving toward a human service approach that encompasses the physical and mental needs of its students on top of the traditional role of educating. School‐based collaboratives are one delivery model that satisfies this expanding role. Lacking in the research on this emerging setting, particularly in the realm of mental health, is information that gives insight into the interactions that occur between collaborative partners who may have opposing aims. This study explores 2 outcome measures, timeliness of implementation of the treatment plan and parental satisfaction with the treatment plan and the influence of the professional view of collaborative partners on these outcomes. Archival data were collected from patient charts on 101 Hispanic students, 73.3% of who were male and the sample mean age was 11.3 years. These data were analyzed using multiple regression techniques. Results revealed that time to implementation was impacted by the diagnosis alignment of participating partners, a proxy for professional view, as was parental satisfaction. Satisfaction was not influenced by timeliness, indicating alternative outcome desires. (J Sch Health. 2006;76(5):164‐168)