Telepsychiatry and School Mental Health
ABSTRACT The provision of mental health services in schools has been one effective strategy for reaching out to a greater number of youth to identify and provide treatment for mental health issues. With the increasing challenges related to shortages in child and adolescent psychiatrists, it is critical to develop models of care that can maximize a full range of mental health services for all children and adolescents who need them. Telehealth offers an innovative distance technology strategy to effectively and efficiently provide access to psychiatric services in schools. Telepsychiatry has the potential to better link and enhance the provision of health services, and can be particularly beneficial in addressing geographic distance and/or capacity issues. This article describes the clinical, educational, and administrative uses of telemental health in the school environment with mental health professionals and staff.
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ABSTRACT: Introduction: Development and growth of the technological era require the exploration of new opportunities in health services. Telepsychiatry is a clear example of technology implemented in the solution of a specific problem, such as the provision of specialized mental health services in remote areas. Objective: To describe strengths and barriers related to new technologies, focusing on the applications of telepsychiatry on mental healthcare, and possible opportunities for implementation and application in our scenario. Methods: Review of the medical literature in Medline, The Cochrane Library Controlled Trial Registry databases, Lilacs y Scielo (until January 2011), using the term “telepsychiatry”. A total of 244 articles were identified. Articles were selected manually by title and availability if they discussed the advantages and disadvantages of telepsychiatry specifically, or technology in general. Development and Conclusions: Published data indicate that telepsychiatry and face to face treatments have comparable outcomes on different levels. Additionally, positive outcomes were found regarding costs and access in isolated places. In Colombia, there are legal and logistic opportunities to develop programs in this field.Revista Colombiana de Psiquiatria 09/2011; 40(3):504-518.
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ABSTRACT: Background: The field of telepsychiatry has rapidly advanced a focus on decreasing health disparities by improving access to mental healthcare for children and adolescents. However, perfecting the quality and effectiveness of telemental healthcare is an ongoing process in the face of various documented barriers. Although consumer and provider satisfactions have been investigated in the telepsychiatry literature, perspectives of psychiatrists who consult with schools have been relatively understudied. The current study focuses on the utilization of telepsychiatry consultation to school mental health providers, by reporting on the perspectives of psychiatrists who provide consultation services. Materials and methods: Using quantitative and qualitative data, the psychiatrists' perspectives about their consultation experiences were examined and compared with previously obtained data from school mental health providers about their experiences with the telepsychiatry consultation. Results: Results indicate positive provider experiences with telepsychiatry, including reports that students were more likely to disclose clinical information via video compared with face-to-face contact. However, concerns regarding technological difficulties, logistics, and information sharing were endorsed by some of the psychiatrists. Comparison with clinician reports revealed many similarities; however, differences were noted in regard to the psychiatrists' ability to communicate with the students and their level of preparedness for the consultations. Conclusions: Recommendations for ongoing evaluation and implementation of effective telepsychiatry consultation for schools are provided. Improvements in communication, scheduling, and addressing technological difficulties within the consultation team through training and consultation are recommended. Future directions for including student, caregiver, and other provider perspectives are also discussed.Telemedicine and e-Health 08/2013; 19(10). DOI:10.1089/tmj.2012.0314 · 1.67 Impact Factor
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ABSTRACT: Mental health services embedded within school systems can create a continuum of integrative care that improves both mental health and educational attainment for children. To strengthen this continuum, and for optimum child development, a reconfiguration of education and mental health systems to aid implementation of evidence-based practice might be needed. Integrative strategies that combine classroom-level and student-level interventions have much potential. A robust research agenda is needed that focuses on system-level implementation and maintenance of interventions over time. Both ethical and scientific justifications exist for integration of mental health and education: integration democratises access to services and, if coupled with use of evidence-based practices, can promote the healthy development of children.The Lancet Psychiatry 10/2014; 1(5):377–387. DOI:10.1016/S2215-0366(14)70312-8