RESUMEN
BACKGROUND: The Keep Children and Families Safe Act amendment to the Child Abuse Prevention and Treatment Act (CAPTA) of 2003 mandated children under age three who are involved with Child Welfare (CW) to receive a referral to the system for early intervention (EI). While there is strong rationale for providing developmental services to young children and families impacted by maltreatment, the early implementation of this policy brought about many challenges related to interagency coordination and readiness of providers to provide cross-systems care. Currently, as the system and providers within the system recover from the effects of Covid-19, a predicted increase in need of services may exacerbate historical gaps in the provision of services to families involved with CW. PARTICIPANTS AND SETTING: This policy-focused paper explores issues impacting CW and EI providers who coordinate care between CW and EI services. METHODS: This paper provides a historical examination of these challenges and proposes an approach for improving developmental services for families referred from CW, specifically through the lens of addressing resources and supports available to providers. RESULTS: The proposed approach includes an increase and reprioritization of resources to support provider readiness and well-being. CONCLUSIONS: By focusing on support for providers, the authors propose a reduction of stress and improvement of services at each level of the "well-being" system.
Asunto(s)
COVID-19 , Maltrato a los Niños , Niño , Humanos , Preescolar , Maltrato a los Niños/prevención & control , COVID-19/epidemiología , Protección a la Infancia , Intervención Educativa Precoz , Derivación y ConsultaRESUMEN
Due to increasing incidence of mental health challenges in college students and its relation to poorer student outcomes (e.g., recruitment, retention, graduation), higher education institutions have turned their attention toward the needs of students experiencing mental health challenges (Collins & Mowbray, 2005). In attempts to ameliorate poorer student outcomes, some states have investigated the impact of mental health on those enrolled in higher education as well as the needs for supports and services for those impacted (e.g., Oregon Higher Education Coordinating Commission [OHECC], Office of Academic Policy and Authorization, 2018). However, despite these initiatives, limited empirical research is available related to the lived experiences of individuals with mental health challenges in higher education settings; including the supports and barriers they may experience while navigating these complex settings. This study begins to address this knowledge gap by using qualitative content analysis to examine and compare key stakeholder lived experiences related to mental health challenges in higher education, including the similarities and differences regarding service and support needs, determinants to usage (support and barriers), and recommendations for future research and improving the continuum of care. Considerations for policy, practice, and future research are provided. (PsycInfo Database Record (c) 2021 APA, all rights reserved).