Exploring a Telementoring Model to Boost the Effectiveness of School Mental Health Professionals
Lyons, M. D., Zabek, F., Grimes, T. O., Downey, S. K., Taylor, J. V., & Zeanah, K. L. (2024). Applying the extension for community healthcare outcomes (ECHO) model to promote collaborative and effective school mental health services. School Psychology, 39(4), 407–418. https://doi.org/10.1037/spq0000616
Introduction
As schools navigate the ongoing mental health crisis among students, exacerbated by factors such as the COVID-19 pandemic, there is an urgent need to identify effective strategies for training and supporting school mental health professionals. Lyons and colleagues (2024) examine the role of the Extension for Community Healthcare Outcomes (ECHO) model in promoting collaborative and evidence-based practices.
Methods
The study involved 46 school mental health (SMH) professionals from various school districts who participated in ECHO sessions and online learning modules. The training activities were designed to enhance participants’ knowledge and self-efficacy in providing equitable SMH services and supervising graduate student trainees. The researchers collected both quantitative data through pre-post surveys and qualitative data through focus group interviews, which allowed for a more nuanced understanding of the ECHO model’s impact.
Results
Results indicated that the ECHO model is a promising approach to enhancing SMH services. Quantitative findings revealed significant improvements in participants’ clinical self-efficacy and knowledge of evidence-based practices following the training.
These results were supported by qualitative data, which highlighted positive changes in participants’ behaviors, particularly in equitable service provision and interprofessional collaboration. The study also found that the ECHO model facilitated the application of evidence-based strategies in real-world settings and improved participants’ understanding of effective service coordination.
Implications for Mentoring Programs
The study underscores the effectiveness of the ECHO model, which is essentially a structured form of telementoring, in enhancing the knowledge, self-efficacy, and practice of SMH professionals. This suggests that mentoring programs incorporating similar components, such as online learning communities, case-based learning, and interprofessional collaboration, could be highly beneficial. Furthermore, the emphasis on equitable service provision in the study highlights the importance of integrating cultural competence and equity-focused practices into mentoring programs. By adopting these strategies, mentoring programs can play a crucial role in promoting the development of effective, culturally responsive, and collaborative SMH professionals, ultimately leading to improved outcomes for students.
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