A Content Analysis of Literature on Parent Engagement in Child Mental Health Services

Format

Poster Presentation

First Presenter's Institution

Clemson University

First Presenter’s Email Address

bellis5@clemson.edu

First Presenter's Brief Biography

Brooke Wymer, PhD, is a Clinical Assistant Professor in the Counselor Education Program at Clemson University. She has a Ph.D. in Counselor Education and Supervision from the University of South Carolina. She is a clinically licensed, trauma-focused therapist and supervisor with specializations in child sexual trauma treatment and parenting support interventions. Her research interests include trauma-informed clinical supervision, child trauma treatment, counselor wellness, and child abuse prevention.

Second Presenter's Institution

Firm Foundations Counseling and Wellness

Second Presenter’s Email Address

mswartz@firmfoundationscounseling.com

Second Presenter's Brief Biography

Melissa is the co-founder and Executive Director of Firm Foundations Counseling & Wellness. As executive director, Melissa’s role involves quality assurance for clinical services, staff training and supervision, as well as research and development. Melissa received her Bachelor’s in Experimental Psychology from the University of South Carolina, a Master’s Degree in Clinical Psychology from Francis Marion, and a Doctorate in Counselor Education and Supervision (PhD) from the University of South Carolina. She is licensed by the State of South Carolina as a Licensed Professional Counselor (LPC) and Supervisor (LPC/S). She holds national certifications in Cognitive Behavioral Therapy (CBT), Triple P Positive Parenting Program, as well as Trauma Focused CBT. Melissa’s clinical specialty areas include child and adolescent behavioral and emotional disorders, spiritual integration, family issues, as well as trauma. Melissa also has a special interest in working with and practices as an ally to the LGBTQI+ population. Melissa is a published author on the topics of counselor advocacy and parental alliance.

Third Presenter's Institution

Clemson University

Third Presenter’s Email Address

beboyd@clemson.edu

Third Presenter's Brief Biography

Liz Boyd, Ph.D., is a Clinical Assistant Professor of Counselor Education at Clemson University. She earned her Ph.D. in Counselor Education and Supervision from Old Dominion University. Dr. Boyd has more than 10 years of college level teaching experience, including masters level mental health and school counseling courses and undergraduate human services courses. Her research interests include grief and trauma, specifically related to women's health, as well as cultural competency and counselor education.

Location

Poster Mingle and Reception

Strand #1

Health: Mental & Physical Health

Strand #2

Home: Family & Community Engagement

Relevance

This presentation relates to the two strands of health and home. The presentation is focused on findings from the literature regarding practices for engaging parents in their children’s mental health treatment, as we know that parent involvement in treatment is known to improve therapy outcomes for children and youth. Early intervention in child mental health is a critical public health concern due to the likelihood of negative outcomes when children’s mental health concerns go untreated. Parent engagement is essential in children’s mental health treatment because it greatly enhances the likelihood that children will attend and successfully complete mental health treatment.

Brief Program Description

Early child mental health intervention is a crucial public health concern due to adverse outcomes associated with untreated mental health conditions. Parents’ continued engagement primarily determines whether a child will attend treatment until successful completion. We will present the findings of a content analysis that systematically explored empirical parent engagement studies to make valid and reliable inferences and provide implications for counseling and research.

Summary

Early intervention in child and adolescent mental health is a crucial public health concern due to the potential for adverse life outcomes when conditions are not treated early in children’s development (Department of Health, 2015). Parents' continued engagement determines whether a child will attend mental health services until successful completion (Merikangas et al., 2010). To date, no other studies have systematically reviewed the qualitative and quantitative research to synthesize common factors of parent engagement practices in child mental health services. Content analysis was used to systematically explore parent engagement literature to make valid and reliable inferences regarding parent engagement practices in child mental health service provision. This study followed Krippendorf’s (2019) steps of content analysis: unitizing, sampling, recording/coding, reducing, inferring, and narrating. In this study, the units of analysis (Stemler, 2001) were defined as full-length scholarly peer-reviewed journal articles that addressed parental engagement interventions in child mental health services. We determined a sampling method with specific search criteria. We used a directed content analysis approach (Hsieh & Shannon, 2005), which included deductive and inductive coding procedures (Elo & Kyngäs, 2007). Following coding, the data was re-analyzed for emergent themes and reduced into categories based on commonalities to make inferences (Elo & Kangäs, 2007; Krippendorf, 2019). The preliminary findings were cross-validated (Stemler, 2001) through interviews of a diverse sample of counselors and parents involved in child mental health services to expand the research findings. The findings of this content analysis inform current parent engagement practices and provide future directions for research in counseling.

Evidence

We utilized a rigorous research methodology (content analysis) to systematically explore parent engagement practices across the literature to develop valid and reliable inferences that provide implications for practice and future research (Krippendorff, 2019).

References

Becker, K. D., Boustani, M., Gellatly, R., & Chorpita, B. F. (2018). Forty years of engagement research in children’s mental health services: Multidimensional measurement and practice elements. Journal of Clinical Child & Adolescent Psychology, 47(1), 1-23.

Becker, K. D., & Chorpita, B. (2016). Enhancing the design of engagement interventions to enhance the public health impact of mental health treatments for youth. In K. Becker (Chair), Extending the reach and impact of science on clinical care for youth and families: Looking for new models for the old challenges. Symposium conducted at the NIMH Conference on Mental Health Services Research: Harnessing Science to Strengthen the Public Health Impact, Bethesda, MD.

Department of Health. (2015). Future in mind: Promoting, protecting and improving our children and young people’s mental health and wellbeing. Retrieved from http://tinyurl.com/lej6pej

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi: 10.1111/j.1365-2648.2007.04569.x

Kessler, R. C., McGonagle, K. A., Zhao, S., Nelson, C. B., Hughes, M., Eshleman, S.,… Kendler, K. (1994). Lifetime and 12-month prevalence of DSM-III-R psychiatric disorders in the United States. Results from the National Comorbidity Survey. Archives of General Psychiatry, 51, 8–19.

Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). Thousand Oaks, CA: Sage.

Merikangas, K., Brody, D., Fisher, P. W., Bourdon, K., & Koretz, D. S. (2010). Factors influencing service utilization and mood symptom severity in children with mood disorders: Effects of multifamily psycheducation groups (MFPGs). Journal of Consulting and Clinical Psychology, 77(3), 463-473.

Mytton, J., Ingram, J., Manns, S., & Thomas, J. (2013). Facilitators and barriers to engagement in parenting programs: A qualitative systematic review. Health Education & Behavior, 41(2), 127-137.

National Institute of Mental Health. (2010). Collaborative Psychiatric Epidemiology Surveys. Retrieved from https://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/20240.

Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17), 1-6. Retrieved from http://PAREonline.net/getvn.asp?v=7&n=17.

Learning Objective 1

Participants will be able to identify the content analysis steps used in this investigation to systematically uncover all available literature on parent engagement practices in child mental health services, the methods that have been used within the currently available literature to study parent engagement practices, and future directions for parent engagement research.

Learning Objective 2

Participants will understand the findings extrapolated from the emergent themes, categories, and a priori codes, which reflected the commonalities, content, and processes of parent engagement practices across the literature to inform current parent engagement practices in child mental health services.

Learning Objective 3

Participants will have enhanced understanding of research-supported parent engagement practices in child mental health services, which can ultimately improve the service provision of child mental health providers and increase the likelihood that children will experience positive outcomes from participation in mental health services.

Keyword Descriptors

Parent engagement, child mental health, content analysis, child and adolescent counseling

Presentation Year

2022

Start Date

3-7-2022 4:45 PM

End Date

3-7-2022 6:00 PM

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Mar 7th, 4:45 PM Mar 7th, 6:00 PM

A Content Analysis of Literature on Parent Engagement in Child Mental Health Services

Poster Mingle and Reception

Early child mental health intervention is a crucial public health concern due to adverse outcomes associated with untreated mental health conditions. Parents’ continued engagement primarily determines whether a child will attend treatment until successful completion. We will present the findings of a content analysis that systematically explored empirical parent engagement studies to make valid and reliable inferences and provide implications for counseling and research.