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Integrated Behavioral Health: Coordinating Psychosocial and Pharmacological Interventions Across Family, School, and Health Systems

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School Psychopharmacology

Part of the book series: Pediatric School Psychology ((PSP))

Abstract

The purposes of this chapter are to: (a) describe examples of integrated care designed to improve children’s educational functioning through the use of pharmacological and psychosocial treatments, (b) describe models of integrated behavioral health involving collaboration between school professionals and primary care providers to implement pharmacological and psychosocial interventions, and (c) describe strategies for coordinating treatment services between schools and health professionals in specialty practices, such as child psychiatry, developmental and behavioral pediatrics, and pediatric neurology. Additionally, the chapter addresses the role of school psychologists in IBH contexts, including implications for training. The main focus of this chapter is on models of integrated behavioral health in primary care that foster connections with school professionals. Limitations of current models of integrated care, future directions for research, and implications for training and practice are discussed. A set of references and web-based materials are provided to readers for additional information.

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Authors and Affiliations

  1. The Children’s Hospital of Philadelphia, Perelman School of Medicine at University of Pennsylvania, Philadelphia, PA, USA

    Thomas J. Power, Jennifer A. Mautone, Nathan J. Blum, Alexander G. Fiks & James P. Guevara

Authors
  1. Thomas J. Power
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  2. Jennifer A. Mautone
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  3. Nathan J. Blum
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  4. Alexander G. Fiks
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  5. James P. Guevara
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Corresponding author

Correspondence to Thomas J. Power .

Editor information

Editors and Affiliations

  1. School Psychology Program, Michigan State University, East Lansing, MI, USA

    John S. Carlson

  2. Department of Psychiatry and Behavioral Health, Ohio State University—Wexner Medical Center, Columbus, OH, USA

    Justin A. Barterian

Ethics declarations

Preparation of this chapter was supported by grants from Pfizer Independent Grants for Learning and Change, the Maternal and Child Health Bureau (R40MC08964, T73MC00012), and the Department of Education, Office of Special Education Programs (H325D100019), as well as a contract from the Patient-Centered Outcomes Research Institute (PCORI, CDI-140820669), In addition, several of the projects described in this chapter were supported by the resources of the Pediatric Research Consortium (PeRC) of Children’s Hospital of Philadelphia. The information and conclusions of this chapter are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by, the funding agencies or the U.S. Government.

Disclosure

Alexander Fiks is a co-inventor of the Care Assistant software used to develop the ADHD Care Assistant, described in this chapter.

Appendices

List of Key Readings

  • Bradley-Klug, K. L., Jeffries-DeLoatche, K. L., Walsh, A. S., Bateman, L. P., Nadeau, J., Powers, D. J., & Cunningham, J. (2013). School psychologists’ perceptions of primary care partnerships: Implications for building the collaborative bridge. Advances in School Mental Health Promotion, 6, 51–67. DOI:

    • This article describes school psychologists’ perceptions of their communications with pediatricians in primary care. The findings demonstrated that communication is relatively infrequent despite the recognition of the importance of this collaboration.

  • Lyon, A. R., Whitaker, K., French, W. P., Richardson, L. P., Wasse, J. K., & McCauley, E. (2016). Collaborative care in schools: Enhancing integration and impact in youth mental health. Advances in School Mental Health, 9, 148–168. https://doi.org/10.1080/1754730x.2012.760921

    • This article describes the effectiveness of collaborative care models for addressing children’s mental health problems. In addition, the article proposes a set of recommendations for implementing a collaborative care model in schools.

  • Power, T. J., Michel, J., Mayne, S., Miller, J., Blum, N. J., Grundmeier, R. W., Guevara, J. P., & Fiks, A. G. (2016). Coordinating systems of care using health information technology: Development of the ADHD Care Assistant. Advances in School Mental Health Promotion, 9, 201–218. https://doi.org/10.1080/1754730x.2016.1199283

    • This article describes the development and initial implementation of an electronic health record portal to facilitate the sharing of information between schools and primary care to facilitate shared decision-making and the monitoring of pharmacological and psychosocial treatments.

List of Websites

  • The Academy for Integrating Behavioral Health and Primary Care (https://integrationacademy.ahrq.gov/)

    • The Agency for Healthcare Research and Quality sponsors this website (The Academy for Integrating Behavioral Health and Primary Care). The goal of the academy is to be a resource and coordinating center for professionals interested in integrated care. This resource is not specific to providers working in pediatric practices.

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Power, T.J., Mautone, J.A., Blum, N.J., Fiks, A.G., Guevara, J.P. (2019). Integrated Behavioral Health: Coordinating Psychosocial and Pharmacological Interventions Across Family, School, and Health Systems. In: Carlson, J., Barterian, J. (eds) School Psychopharmacology. Pediatric School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-030-15541-4_12

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