Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes--A Quasi-Experimental Study

Autor/inn/en	Thompson, Aaron M.; Herman, Keith C.; Reinke, Wendy M.; Hawley, Kristin; Peters, Clark; Ehret, Adielle; Hobbs, Ashley; Elmore, Russell
Titel	Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes--A Quasi-Experimental Study
Quelle	In: School Psychology Review, 50 (2020) 1, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hawley, Kristin) ORCID (Peters, Clark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1841545
Schlagwörter	Barriers; Mental Disorders; Access to Health Care; Program Effectiveness; Social Development; Emotional Development; Behavior Modification; Academic Achievement; Community Programs; At Risk Students; Elementary Secondary Education; Preschool Education; School Community Programs; School Community Relationship; Referral; Intervention; Individual Characteristics; Children; Adolescents; Student Behavior; Student Needs; Family Needs + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Schulleistung; Pre-school education; Vorschulerziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten
Abstract	The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study reports the impact of one such program called the Family Access Center of Excellence (FACE). FACE employs the Family Check-Up to conduct a child-focused, family systems assessment of family strengths and problem areas and create a treatment plan and linkages to services, with intensive case management to directly address access barriers. In this study, 417 youth were referred from schools to FACE in one academic year. We compared the 224 youth who engaged in FACE to 193 youth who were referred but chose not to access FACE services. Fixed effects regression models indicated that youth who engaged with FACE demonstrated improved social-emotional, behavioral, and academic outcomes compared to youth who did not engage. Implications are discussed along with next steps for developing responsive school-community linked models of care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01