Safe Schools, Positive Behaviors Supports, and Mental Health Supports: Lessons Learned From Three Safe Schools/Healthy Students Communities

• NCJ Number: 220060
• Journal: Journal of School Violence Volume: 6 Issue: 2 Dated: 2007 Pages: 93-115
• Author(s): Jeffrey Sprague; Vicki Nishioka; Stephen G. Smith
• Date Published: 2007
• Length: 23 pages
• Publication Format: Article
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

This article describes selected Safe Schools/Healthy Students (SS/HS) interventions in three Oregon communities that have completed SS/HS projects characterized by the development of school and community collaborations, expanding positive behavioral supports in schools, and establishing school-based mental health services.

Abstract

The introduction and maintenance of positive behavioral support as a primary strategy in managing appropriate student behavior was associated with a reduction in rates of problem behaviors for most students. The SS/HS initiatives enabled the three communities to develop regular communication; networking; and contact among mental health practitioners, schools, parents, and students. During the fourth year of the project, school administrators and counselors believed that mental health services were an important component of the school program. The link between the faithful implementation of projects and successful outcomes indicates the value of properly implemented evidence-based practices; however, much work remains to be done regarding guidelines for linking initial needs assessment, intervention selection and adoption, implementation fidelity, and outcome. The intent of the SS/HS projects addressed in this study was to provide a multicomponent framework that schools and agencies could use to develop services that address the specific strengths, needs, and service gaps within the local community. This framework of services required project staff to build a continuum of school-based services that span universal, selective, and indicated strategies for students and their families. All projects developed referral and "gatekeeping" procedures intended to identify students who required mental health services. The evaluations used descriptive, longitudinal designs in order to document the processes and outcomes of the projects. Due to the complex and overlapping relationships among elements, the evaluation used various control and comparison groups. 5 tables, 4 figures, and 22 references