Exam Questions Ch.15 Hess School-Based Continuum Of Care

CHAPTER 15: SCHOOL-BASED CONTINUUM OF CARE

Multiple Choice

1. The Communities that Care Youth Survey can be administered to:

1. Kindergarteners
2. 1^st-4^th graders
3. 5^th graders
4. 6^th-12^th graders

2. At this prevention level, no students are identified as having special needs or problems, instead a positive foundation is created that supports the greatest number of children.

1. selected
2. universal
3. indicated
4. preferred

3. Wang, and Walberg reported that although a typical school-based professional will deliver an average of ________ separate programs that address social-emotional issues, most will not be evidence-based.

1. 3
2. 5
3. 14
4. 35

4.At this prevention level, professional development opportunities should extend to community mental health providers to help establish interagency teams and extend our collaborative relationships with community resources.

1. primary
2. secondary
3. tertiary
4. universal

5. This term refers to programs or interventions that are based on sound scientific knowledge and that have been demonstrated to be effective through rigorous research.

1. Proof
2. Confirmation
3. Evidence Based
4. Verification Based

6. This survey is utilized to help identify youth who might benefit from more targeted interventions:

1. The Communities that Care Youth Survey
2. The Psychological Youth Survey
3. The Counseling Youth Survey
4. The Risk Youth Survey

7. Who developed the Youth Risk Behavior Surveillance System?

1. CDC
2. ACA
3. APA
4. NASW

8. Cuijpers et al. (2008) found that preventive interventions for adolescents reduced the incidence of depressive disorders by ________.

1. 11%
2. 23%
3. 45%
4. 67%

9. These types of intervention are not delivered to the entire school, but are provided to a student or group of students based on exposure to risk factors.

1. selected
2. universal
3. indicated
4. preferred

10. Aggression appears to be a long-standing problem and if not addressed by Grade ______ is likely to persist into adulthood and result in negative outcomes.

1. 3
2. 5
3. 6
4. 9

11. Students at this level of intervention have not responded to previous prevention programming and have greater severity in their behavioral or emotional symptoms.

1. selected
2. universal
3. indicated
4. preferred

12. Disorganized and unsafe neighborhoods and schools are associated with all but what:

1. poor peer relationships
2. bullying and victimization
3. healthy families
4. violence

13. Which organization developed a survey, a prevention manual, and a community leaders’ guide that can help communities identify a broad range of risk and protective factors in their youth and implement effective programs to address concerns?

1. ACA
2. SAMHSA
3. NASW
4. ASCA

14. The Communities that Care Youth Survey can be administered in:

1. 20 mins
2. 30 mins
3. 50 mins
4. 90 mins

15. One of the most widely-accepted models of prevention outlines three levels including all but which:

1. selected
2. universal
3. indicated
4. preferred

16. Over the last 20 years, the fields of education, counseling, and psychology have grown _______________ in the area of prevention science

1. more interested
2. less interested
3. somewhat less interested
4. disinterested

17. Many school districts have already incorporated tiered models of services through the implementation of:

1. School-wide Positive Behavioral Supports
2. School-wide Neutral Behavioral Supports
3. School-wide Negative Behavioral Supports
4. School-wide Equal Behavioral Supports

18. This model endorses a continuum of services available to meet the broadest needs, with an emphasis on prevention.

1. Private health model
2. Public health model
3. Physical wellbeing model
4. Psychological wellbeing model

19. This simple self-assessment tool consists of eight modules that cover topics such as nutrition, school safety, physical activity, health services, health promotion, counseling, psychological, and social services, and family involvement.

1. Health Surveillance System
2. The Communities that Care Youth Survey
3. School Health Index: A Self-Assessment and Planning Guide
4. Youth Risk Behavior Surveillance System

20. Questions regarding seatbelt and helmet use, exercise, use of sun protection, tobacco, alcohol, and substance use, engaging in sex, and perceived safety and aggression (e.g., fighting, carrying a weapon) are all part of this survey.

1. Health Surveillance System
2. The Communities that Care Youth Survey
3. Risk Behavior System
4. Youth Risk Behavior Surveillance System

21. Bullying, truancy, and dropping out of school are all examples of:

1. Positive results
2. Negative outcomes
3. Positive outcomes
4. Neutral outcomes

22. Resources available to meet the growing needs of children and adolescents are:

1. ample
2. sufficient
3. limited
4. plentiful

23. This survey is used to monitor the degree to which youth are engaging in specific behaviors that are associated with health risks.

1. Health Surveillance System
2. Child Behavior System
3. Risk Behavior System
4. Youth Risk Behavior Surveillance System

24. A useful framework to guide your efforts to identify the needs of your school is one that focuses on existing _______ and protective factors.

1. safety
2. security
3. risks
4. defense

25. When stakeholders share a common vision, feel empowered, and have support, systemic change will:

1. occur
2. not occur
3. never occur
4. probably not occur

True/False

1. Having peers who are engaged in school and a close relationship with a teacher or other adult in the school helps students to stay academically engaged.

2. Systemic approaches to change are effective, but represent a long-term approach that is sometimes difficult to carry out in a school.

3. Research tells us that there are not many programs available that can promote children’s positive development and prevent emotional and behavioral problems.

4. The goal of selected prevention is to enhance the environment so that it promotes the learning and well-being of all students.

5. Efforts to identify groups that might be “at risk,” can be quite minimal.

6. Every day, children come to school unable to focus on their academics due to family and peer conflict, environmental stressors, and increasing rates of mental health problems.

7. Creating sustainable, systemic change is not an easy task and requires a great deal of time and training.

8. An effective program would be designed to strengthen the risk factors and reduce the protective factors.

9. A broad continuum of mental health care is not a critical component of today’s educational environments.

10. Research supports that academic achievement and social-emotional health, are inextricably intertwined.

Short Answer Essay

1. Discuss what it means to build a continuum of care. What does this type of model include?

• To build a model that reflects these best practices and that meets the needs of the broadest range of children we propose that school-based professional helpers create a continuum of care to expand the quality and effectiveness of school-based mental health services.
• This type of model would (a) help school personnel build positive, school-wide behavioral supports that provide a sound foundation of expectations, positive peer relationships, and a reinforcing school climate; (b) provide an increased number of evidence-based services to children through individual and group counseling, consultation, and other modalities; (c) build capacity through collaboration and interdisciplinary professional development opportunities; and (d) strengthen collaborative relationships with families and community agencies to address the needs of children with the most severe mental health needs.

2. Describe why increased access to evidence-based services is imperative within schools.

• School-based professional helpers must not only provide services to the greatest number of students, we must also insure that those services are likely to have the desired outcome. All aspects of our services should reflect processes (e.g., consultation, intervention) that are supported by research.
• The term evidence-based practice refers to programs or interventions that are based on sound scientific knowledge and that have been demonstrated to be effective through rigorous research. By indicating that an approach is an evidence-based practice, we are saying that it has robust, empirical evidence to support its use with a particular issue or population. Unfortunately, there are many gaps in our knowledge about what works with which population and in what setting.
• Because of the clinical nature of research, it is often difficult to adapt some of these approaches to “real world” settings. Further, the dynamic nature of schools and the limited availability of resources (e.g., time, expertise) make precise delivery of these interventions challenging. School personnel do not tend to select programs that have been appropriately evaluated or that have been shown to produce the desired outcomes. The end result has been that it is difficult to integrate evidence-based practices (EPBs) into schools. In fact, Zins, Weissberg, Wang, and Walberg (2004) reported that although a typical school-based professional will deliver an average of 14 separate programs that address social-emotional issues, most will not be evidence-based.
• As training programs, professional organizations, and professional literature continue to focus on evidence-based practices, it is likely that we continue to see a shift toward more of this type of programming integrated into educational settings. No doubt your generation of school counselors and school psychologists will become leaders in the integration of evidence-based prevention and intervention programming in school settings.

3. Compare and contrast primary, secondary, and tertiary prevention. Please include examples of each.

• Your professional development activities may be designed to match the levels of prevention activities (e.g., primary, secondary, tertiary). That is, consider what preparation all stakeholders need in order to create an appropriate context for the implementation of a program. If you are working to implement whole school reform, what information or skills are needed in order to increase the chances that your efforts will be successful? For example, if your school team has decided that a SWPBS approach would decrease the levels of aggression among students, there are certain steps that your group might take in order to prepare the school and community members for implementation of such a program.
• The initial goal for your professional development will be to help make others aware of the issue and the importance of taking action. Next, you will want to help all school staff and families understand the program and the types of changes that are required. Once the program is officially implemented in the school, the trainings may become more focused. For example, you might collaborate with teachers at different grade levels to adapt aspects of the programming to meet the developmental needs of students. Another aspect of your work might be training other school staff (e.g., bus driver, custodian, office administration, lunch room staff) to help them understand how to implement aspects of the program within their own contexts. At the narrowest level, you may “troubleshoot” to address the needs of individuals who are reluctant or struggling to implement the program or doing so in a manner that is contrary to your efforts.
• At the secondary level of prevention, it is important for school staff to learn more about how to meet the needs of students who are struggling. As a part of the professional development in this area, the school-based helper could provide information on identifying children who are at-risk or who are experiencing mental health problems. Another potential training would be directed toward developing positive behavioral support plans for individual children who need additional supports in order to function in the school environment.
• At the tertiary prevention level, professional development opportunities should extend to community mental health providers to help establish interagency teams and extend our collaborative relationships with community resources. Through these partnerships, you can help teachers and administrators develop a greater level of awareness of resources for families.

4. Describe universal prevention. How do you see yourself engaging in universal prevention activities as a school counselor?

• At a universal prevention level, no students are identified as having special needs or problems, instead a positive foundation is created that supports the greatest number of children. The goal of universal prevention is to enhance the environment so that it promotes the learning and well-being of all students. As noted by Rutter and Maughan (2002, p. 470), “[p]upil achievement and behavior can be influenced (for better or worse) by the overall characteristics of the school environment.”
• One of the most common school-based programs is that of School-wide Positive Behavioral Supports. Sugai and Horner (2008) estimated that when a school has a supportive, safe environment in which social and behavioral expectations are clearly communicated, and consistently followed 80% of students respond favorably and need no additional supports. When schools engage in the development and implementation of positive school-wide behavioral supports (PBS), they are able to reduce behavioral referrals, increase academic achievement, and increase the degree to which school personnel work together.
• This approach requires a collaborative team approach in which a group of individuals (e.g., parents, teachers, administrators) come together to (a) review the data; (b) analyze, describe, and prioritize the problems; and (c) create specific measurable desired outcomes for the schools. Then, the team selects various evidence-based approaches to meet these goals. These approaches will be preventive, will address the needs of the broadest range of children, and will be considered evidence-based. The school-based professional helper is an ideal individual to act as a “coach” for these efforts by coordinating the team, acting as a consultant, supporting accurate and sustained adoption and practice as well as assisting with the monitoring of the implementation and outcomes.