PsyberGuide

PsyberGuide is a non-profit website dedicated to consumers seeking to make responsible and informed decisions about computer and device-assisted therapies for mental illnesses. PsyberGuide is also intended for professionals and researchers seeking to enhance their knowledge in this area. PsyberGuide is not an industry website. PsyberGuide seeks to provide accurate and reliable information about software and apps designed to treat schizophrenia, bipolar disorder, depression and anxiety disorders. PsyberGuide also seeks to ensure that this information is available to all, and that it is free of preference, bias, or endorsement.

Click here to learn more about PsyberGuide on their website.

Sample counseling center satisfaction surveys

These are sample satisfaction surveys for mental health services / a counseling center that your school can use in updating or creating your own. Surveying your students about your campus programs is important in assessing their impact and effectiveness, as with most all objectives within your strategic planning.

Princeton University – CAPS satisfaction survey
University of Wisconsin – Madison: MHS satisfaction survey

Advancing Integration of Behavioral Health into Primary Care: A Continuum-Based Framework

The need to bring high-quality treatment and management of depression, anxiety, and other common behavioral health conditions into primary care has been well documented, but for small to medium-size practices the complex models that are the standard for integrating medical and behavioral care are often beyond their resources. An innovative new framework, developed with support from a UHF grant, delineates a series of steps in eight key areas, or domains, that providers can take to move toward integration, allowing them to progress at a manageable pace in each of the areas independently, rather than attempting an all-or-nothing approach.

Click here to view the framework from United Hospital Fund.

Online resources for trauma informed care

According to SAMHSA’s concept of a trauma-informed approach, “A program, organization, or system that is trauma-informed:

  1. Realizes the widespread impact of trauma and understands potential paths for recovery;
  2. Recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system;
  3. Responds by fully integrating knowledge about trauma into policies, procedures, and practices; and
  4. Seeks to actively resist re-traumatization.”

The following resources provide good tools for enhancing services on campus through a trauma informed approach:

SAMHSA – Trauma-Informed Approach and Trauma-Specific Interventions
The Trauma Informed Care Project
ACEs Connection – Incorporating Trauma Informed Practice and ACEs into Professional Curricula: A Toolkit
ACHA – Trauma-Informed Care on a College Campus

 

Online resources for care/case management

Care/case management is crucial to the coordination of care of your students, such as with off-campus services. The following resources provide guidance and information on care/case management which you can use in creating and updating your own systems; you can also find sample descriptions of school care/case manager positions in the JED Campus playbook.

NaBITA/ACCA – Case Management in Higher Education
HECMA – Higher Education Case Managers Association
National Council for Behavioral Health – Case Management to Care Management

 

 

HIPAA Privacy Rule and Sharing Information Related to Mental Health

The Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule provides consumers with important privacy rights and protections with respect to their health information,
including important controls over how their health information is used and disclosed by health plans and health care providers. Ensuring strong privacy protections is critical to maintaining individuals’ trust in their health care providers and willingness to obtain needed health care services, and these protections are especially important where very sensitive information is concerned, such as mental health information. At the same time, the Privacy Rule recognizes circumstances arise where health information may need to be shared to ensure the patient receives the best treatment and for other important purposes, such as for the health and safety of the patient or others. The Rule is carefully balanced to allow uses and disclosures of information—including mental health information—for treatment and these other purposes with appropriate protections.

Click here to access the full guide.

Comparison of Collaborative Care and Colocation Treatment for Patients With Clinically Significant Depression Symptoms in Primary Care

Objective: The study compared clinical outcomes of depression treatment in primary care with a colocation model versus a collaborative care model (CoCM).

Methods: Patients (N=240) with Patient Health Questionnaire-9 (PHQ-9) scores of ≥10 treated for clinically significant depression symptoms in primary care sites implementing the CoCM or a colocation model were compared. PHQ-9 scores were collected at baseline and 12 weeks.

Results: From baseline to follow-up, reductions in PHQ-9 scores were 33% for the CoCM sites and 14% for the colocation sites, with an unadjusted mean difference in scores of 2.81 (p=.001).

Conclusions: More patients treated in sites that used the CoCM experienced a significantly greater reduction in depression symptoms, compared with patients in sites with the colocation model. As greater adoption of integration models in primary care occurs, it will be important to consider potential implications of these results for promoting adoption of CoCM elements. Further replication of these findings is warranted.

Click here to access the full article through your institution’s access to Psychiatry Online.

Effectiveness of Online Collaborative Care for Treating Mood and Anxiety Disorders in Primary Care

Questions  Is combining an internet support group (ISG) with a care manager–guided computerized cognitive behavioral therapy (CCBT) program better at treating depression and anxiety than CCBT alone and better than primary care physicians’ usual care for these conditions?

Findings  Among 704 patients randomized to CCBT+ISG, CCBT alone, or their primary care physicians’ usual care, patients in the CCBT+ISG and CCBT alone cohorts reported similar improvements in mental health–related quality of life, mood, and anxiety symptoms, while patients in the CCBT alone cohort reported greater improvements in mood and anxiety than usual care.

Meaning  Providing moderated access to ISG provided no measurable benefit at treating depression and anxiety over care manager–supported CCBT; however, care manager–supported CCBT was more effective than primary care physicians’ usual care for these conditions.

Click here to access the full study from JAMA Network.

Sample care/case manager job descriptions

These are sample descriptions of a position within a counseling or wellness center at a university. A “care manager” (or “case manager”) deals with students with the most severe psychiatric illnesses. The care/case manager develops a relationship with these students and oversees/aids in their usage of different community and external resources.

Sample job description #1.

Sample job description #2

Sample job description #3

JED Recommendations: Coordination of Care

PROVIDE MENTAL HEALTH AND SUBSTANCE ABUSE SERVICES:
COORDINATION OF CARE

 

A school should seek to establish systems, protocols and processes that coordinate necessary care for students.
This is one of five main objectives in the Mental Health and Substance Abuse Services domain.
Under this objective, schools should take the following action steps:

 

  • Develop or enhance clinical services for mental health and substance abuse, including:
    • Counseling/psychotherapy
    • Academic/career counseling
    • Group therapy
    • Psycho-educational groups
    • Online, email or chat services
  • Evaluate the staff-to-student ratio to adequately address the clinical needs of students; ideally, one FTE : 1,000-1,200 students for the services offered.
    • If under-utilized, consider:
      • increasing awareness of the counseling service
      • increasing advertising/outreach
      • diversifying staff
      • implementing programming to destigmatize use of counseling service
    • If over-utilized, consider:
      • hiring additional staff
      • incorporating graduate level interns/post-docs
      • teletherapy, online counseling options
  • Seek to facilitate access to psychiatric medication management (on- or off-campus) as indicated
  • Establish a system for coordination of care for shared patients between relevant campus service providers, such as:
    • Shared electronic records (respectful of HIPAA and confidentiality)
    • Formalized regular joint meetings between counseling and health services and other relevant service providers to discuss shared cases.
  • Coordinate care with off-campus services
    • Maintain an updated list of referrals for mental health and substance abuse services including information on types of accepted insurance, wait times, and cost.
    • Obtain consent for release of information so that basic information can be shared between school and provider, as appropriate and needed with due consideration for compliance with state and federal privacy law
    • Designate methods and protocols for communication and tracking between counseling center staff and community providers
  • Train primary health care providers on campus to assess, treat, and refer (if needed) for basic mental health, substance abuse and behavioral related concerns
  • Collect data on student utilization and incidents on campus related to mental health and substance abuse issues

THIS CONTENT CAN ALSO BE FOUND IN THE JED CAMPUS PLAYBOOK GUIDE.
To view all playbook resources related to Coordination of Care, click here.