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Quality Outcomes

What kind of outcomes would you use to measure quality in your setting? To do this, you will want to consider how your agency defines quality in mental health care services. Discuss existing benchmarks for these outcomes as well as assessments that you can use to measure these outcomes.

When you discuss the outcomes, refer to any specific standards that you may currently be using or considering. Feel free to add relevant examples, share relevant resources you have found (articles, videos, podcasts, infographics, quotes), share your relevant personal observations or experiences, and/or offer a short scenario as a realistic application of the concept.

When responding to your peers’ original postings, review the outcomes they selected and elaborate upon them by commenting on how their approach is similar/dissimilar from yours.

Please provide an initial substantive answer between 300-400 words in length.

Regulatory Compliance

On page 61 of the Nguyen article there is a list of quality/performance improvement activities that are present in many compliance programs. Pretend that you are the president and CEO of a behavioral health organization. Pick at least two of these activities, discuss why you feel they are important, and briefly explain how you would implement those procedures.

Feel free to add relevant examples, share relevant resources you have found (articles, videos, podcasts, infographics, quotes), share your relevant personal observations or experiences, and/or offer a short scenario as a realistic application of the concept.

When responding to your peers’ original postings, review the activities they selected and elaborate upon them by comparing/contrasting them to your activities.

Please provide an initial substantive answer between 300-400 words in length.

Behavioral Health Accreditation Standards

Prior to beginning work on this discussion, review the Joint Commission Behavioral Health Care Accreditation (Links to an external site.) pdf. You will see that there are categories of areas that the organization looks at that are listed in this document. For example, in previous years, these categories have been: Quality Management and Improvement (QI), Coordination of Care (CC), Utilization Management (UM), Credentialing and Recredentialing (CR), and Members' Rights and Responsibilities (RR). For your discussion, please pick one item from each of the updated standards listed in the linked document that you think is the most important item in that category, and briefly explain why you feel that it is so important. As you do this, consider what a consumer of your services might think about accreditation -- does it make a difference to your consumers?

When you discuss the outcomes, refer to any specific standards that you may be currently using or considering. Feel free to add relevant examples, share relevant resources you have found (articles, videos, podcasts, infographics, quotes), share your relevant personal observations or experiences, and/or offer a short scenario as a realistic application of the concept.

When responding to your peers’ original postings, review the outcomes they selected and elaborate upon them by commenting on how their approach is similar/dissimilar from yours.

Please provide an initial substantive answer between 300-400 words in length.

Funding for Grants

Dr. Miller purchases a much needed piece of specialized equipment for her research on hypertension. When preparing the purchase request, she realizes that the only account with enough money is her grant for research on sleep disorders. Because both grants are funded by NIH, she charges the equipment to the sleep disorder grant. Is this appropriate? (Adopted from NIH -Office of Extramural Research. (2007, April). Grants compliance & oversight. Rockville, MD: Author. Retrieved from http://grants.nih.gov/grants/compliance/compliance.htm (Links to an external site.) ) Discuss the major risks to both the manager and agency/organization for failure to properly comply and administer a grant.

When you discuss the major risks, substantiate your position by referring to any specific standards that you may currently be using or considering. Feel free to add relevant examples, share relevant resources you have found (articles, videos, podcasts, infographics, quotes), share your relevant personal observations or experiences, and/or offer a short scenario as a realistic application of the concept.

When responding to your peers’ original postings, compare their resources to yours and address the differences/similarities.

Please provide an initial substantive answer between 300-400 words in length.

Role of an Advocate

Discuss the role of an advocate for a mental health issue. What potential ethical conflicts can arise when a mental health professional takes on the role of an advocate?

When you discuss the role(s) as you see them, refer to any specific standards that you may currently be using or considering. Feel free to add relevant examples, share relevant resources you have found (articles, videos, podcasts, infographics, quotes), share your relevant personal observations or experiences, and/or offer a short scenario as a realistic application of the concept.

When responding to your peers’ original postings, consider the role(s) as she/he sees them and the ethical standards they are considering.

Please provide an initial substantive answer between 300-400 words in length.

Required References

American Psychological Association Practice Organization. (2013). HIPAA privacy rule: A primer for psychologists. Retrieved from https://www.apaservices.org/practice/business/hipaa/hippa-privacy-primer.pdf (Links to an external site.)

Annotated bibliography. (n.d.). Retrieved from http://writingcenter.ashford.edu/annotated-bibliography (Links to an external site.)

Anthony, D. L., Appari, A., & Johnson, M. E. (2014). Institutionalizing HIPAA compliance: Organizations and competing logics in U.S. health care. Journal of Health & Social Behavior, 55(1), 108-124. https://doi.org/10.1177/0022146513520431

Brown, R. L., & Smith, M. A. (2016). Population-level quality measures for behavioral screening and intervention. American Journal of Medical Quality, 31(4), 323-330.

Cheung, R., & Ardolino, A. (2011). Behavioural science in public health policy. British Journal of Healthcare Management, 17(4), 140-144.

Durbin, A., Durbin, J., Hensel, J., Deber, R., & Hensel, J. M. (2016). Barriers and enablers to integrating mental health into primary care: A policy analysis. Journal of Behavioral Health Services & Research, 43(1), 127-139. https://doi.org/10.1007/s11414-013-9359-6

Essock, S. M., Olfson, M., & Hogan, M. F. (2015). Current practices for measuring mental health outcomes in the USA: International overview of routine outcome measures in mental health. International Review of Psychiatry, 27(4), 296-305. https://doi.org/10.3109/09540261.2015.1014314

Hills, H., & Richards, T. (2014). Modeling interdisciplinary research to advance behavioral health care. Journal of Behavioral Health Services & Research, 41(1), 3-7. https://doi.org/10.1007/s11414-013-9374-7

The Joint Commission. (n.d.). Joint Commission behavioral health care accreditation (Links to an external site.) . Retrieved from https://www.jointcommission.org/-/media/tjc/documents/accred-and-cert/bhc/bhc-guide-to-accreditation.pdf

Kelly, T. A. (2009). Healing the broken mind: Transforming America's failed mental health system: Ideas from a new book about transformation in the mental health system. Behavioral Healthcare, 29(10), 35.

Krist, A. H., Phillips, S. M., Sabo, R. T., Balasubramanian, B. A., Heurtin-Roberts, S., Ory, M. G., & ... Glasgow, R. E. (2014). Adoption, reach, implementation, and maintenance of a behavioral and mental health assessment in primary care. Annals of Family Medicine, 12(6), 525-533. https://doi.org/10.1370/afm.1710

Kusserow, R. P. (2014). Metrics to Evidence and Benchmark Compliance Program Effectiveness. Journal of Health Care Compliance, 16(6), 49–52. Retrieved from ebscohost.

Marbury, D. (2016). How behavioral health can benefit from population health strategies: Breaking down silos remains critical for building continuity between primary care and behavioral health. Behavioral Healthcare, 36(3), 40, 42-43.

Nardi, D., Waite, R., & Killian, P. (2012). Establishing standards for culturally competent mental health care. Journal of Psychosocial Nursing and Mental Health Services, 50(7), 3-5. https://doi.org/10.3928/02793695-20120608-01

National Organization for Human Services. (2015). Ethical standards for human services professionals. Retrieved from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals (Links to an external site.)

Nguyen, D. (2010). The health care reform bill: Compliance implications for behavioral and mental health services. Journal of Health Care Compliance, 12(4), 11-14, 61.

United States Department of Health and Human Services. (2017). Grants compliance and oversight. Retrieved from https://grants.nih.gov/policy/compliance.htm (Links to an external site.)

United States Department of Health and Human Services. (n.d.). HIPAA for professionals. Retrieved from https://www.hhs.gov/hipaa/for-professionals/index.html (Links to an external site.)

Vargo, A. C., Sharrock, P. J., Johnson, M. H., & Armstrong, M. I. (2013). The use of a participatory approach to develop a framework for assessing quality of care in children's mental health services. Administration And Policy in Mental Health, 40(4), 286-299. https://doi.org/10.1007/s10488-012-0419-7

Willging, C., Sommerfeld, D., Aarons, G., & Waitzkin, H. (2014). The effects of behavioral health reform on safety-net institutions: A mixed-method assessment in a rural state. Administration & Policy in Mental Health & Mental Health Services Research, 41(2), 276-291. https://doi.org/10.1007/s10488-012-0465-1

World Health Organization. (2003). Quality improvement for mental health. Retrieved from http://www.who.int/mental_health/resources/en/Quality.pdf (Links to an external site.)

Recommended Text

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Recommended References

Alemanno, A. (2016, June 3). Citizen lobbying: How your skills can fix democracy [Video file]. Retrieved from Citizen Lobbying: How Your Skills Can Fix Democracy | Alberto Alemanno | TEDxBrussels (Links to an external site.)

Al-Sughayir, M. A. (2016). Effect of accreditation on length of stay in psychiatric inpatients: Pre-post accreditation medical record comparison. International Journal of Mental Health Systems, 10, 1-5. https://doi.org/10.1186/s13033-016-0090-6

APA Practice Organization. (n.d.). Legal issues. Retrieved from http://www.apapracticecentral.org/legal/index.aspx (Links to an external site.)

Burrow-Sánchez, J. J., Martin, J. L., & Imel, Z. E. (2016). Applying for grant funding as a counseling psychologist: From thought to action. Counseling Psychologist, 44(4), 479-524. https://doi.org/10.1177/0011000015626272

CARF Behavioral Health. (2016). Providers. Retrieved from http://www.carf.org/providers.aspx?Content=Content/Accreditation/Opportunities/BH/toc.htm (Links to an external site.)

DeCarlo Santiago, C., Kataoka, S. H., Forness, S. R., & Miranda, J. (2014). Mental health services in special education: An analysis of quality of care. Children & Schools, 36(3), 175-182. https://doi.org/cs/cdu014

Goldfried, M. R. (2016). On possible consequences of National Institute of Mental Health funding for psychotherapy research and training. Professional Psychology: Research and Practice, 47(1), 77-83. https://doi.org/10.1037/pro0000034

Hixson, R., & Hunt-Unruh, D. (2008). Demystifying HIPAA. Annals of the American Psychotherapy Association, 11(3), 10-14.

The Joint Commission. (n.d.). Joint Commission FAQ page. Retrieved from https://www.jointcommission.org/about/jointcommissionfaqs.aspx?CategoryId=14 (Links to an external site.)

The Joint Commission. (n.d.). Standards interpretation. Retrieved from https://www.jointcommission.org/standards_information/jcfaq.aspx?ProgramId=4&ChapterId=0&IsFeatured=False&IsNew=False&Keyword= (Links to an external site.)

Katrina, H., Heather, P., Doris, C., Daniel, S., & Julian, E. (2015). Factors for success in mental health advocacy. Global Health Action, 8(0), 1-9. https://doi.org/10.3402/gha.v8.28791

Knopf, A. (2015). New models influence accreditation: Embrace changes in accreditation and find value in continuous quality improvement. Behavioral Healthcare, 35(4), 34, 36, 38.

Laptev, M. (2014, June 26). The realities of lobbying - a look beyond the smoke and mirrors [Video file]. Retrieved from The realities of lobbying -- a look beyond the smoke and mirrors | Maria Laptev | TEDxUBIWiltz (Links to an external site.)

Lee, M. Y. (2014). Motivations to pursue accreditation in children's mental health care: A Multiple case study. Nonprofit Management And Leadership, 24(3), 399-415.

Lemke, S., Boden, M. T., Kearney, L. K., Krahn, D. D., Neuman, M. J., Schmidt, E. M., & Trafton, J. A. (2017). Measurement-based management of mental health quality and access in VHA: SAIL mental health domain. Psychological Services, 14(1), 1-12. https://doi.org/10.1037/ser0000097

McKeown, M., Ridley, J., Newbigging, K., Machin, K., Poursanidou, K., & Cruse, K. (2014). Conflict of roles: A conflict of ideas? The unsettled relations between care team staff and independent mental health advocates. International Journal of Mental Health Nursing, 23(5), 398-408. https://doi.org/10.1111/inm.12069

Merlino, J. P., Petit, J., Weisser, L., & Bowen, J. (2015). Leading with lean: Getting the outcomes we need with the funding we have. Psychiatric Quarterly, 86(3), 301-310. https://doi.org/10.1007/s11126-015-9376-0

Moore, J. D. (1997). Setting standards. Journal of Mental Health Counseling, 27(44), I32.

Open States. (n.d.). Find your legislator. Retrieved from https://openstates.org/find_your_legislator/ (Links to an external site.)

Shallcross, L. (Ed.). (2012). What the future holds for the counseling profession. Retrieved from http://ct.counseling.org/2012/03/what-the-future-holds-for-the-counseling-profession/

Sharfstein, J. M. (2015). Dear health care lobbyists... The Milbank Quarterly, 93(1), 15-18. https://doi.org/10.1111/1468-0009.12099

Smucker, B. (1999). The non-profit lobbying guide (2nd ed.). Independent Sector: Washington, DC. Retrieved from https://conservationtools-production.s3.amazonaws.com/library_item_files/1102/1009/nonprofitlobbyingguidepdf (Links to an external site.)

United States House of Representatives. (n.d.). Find your representative. Retrieved from http://www.house.gov/representatives/find/ (Links to an external site.)

Winer, R. A., Bennett, E., Murillo, I., Schuetz-Mueller, J., & Katz, C. L. (2015). Monitoring compliance to promote quality assurance: Development of a mental health clinical chart audit tool in Belize, 2013. Psychiatric Quarterly, 86(3), 373-379. https://doi.org/10.1007/s11126-014-9331-5

Creating an Excellent Discussion Post

The Discussion Board provides a space to explore the concepts we are studying. Full participation will make the discussion forums successful, as the comments made on the board bring the course material to life.

When developing substantive discussion board responses, consider the three phases, below.

Phase 1 — Read Before You Write

· Consider the prompt(s) thoroughly.

· Recognize and underline the question(s) you are being asked.

· Connect the questions to the week's readings, class discussions, or your notes, as appropriate to the discussion.

· Reflect and list all the possible responses.

· Isolate the strongest responses, or arguments, that fit the discussion prompt(s).

Phase 2 — Write a Draft Before You Post

· Open a new Word document for each Discussion Forum post. (Note: You will copy and paste the final draft into the Forum.)

· Cut and paste the prompt(s) at the top of the Word doc to keep you on task.

· Begin each paragraph with the strongest response or argument that you isolated in Phase 1.

· Develop your response(s) by providing examples, quotes, or personal experiences—as appropriate to the discussion—to support your response(s).

· Review the length and content of your response(s). Having only 1-2 sentences is not substantive.

Phase 3 — Review Your Post Before You Submit

· Did you completely answer each of the questions?

· If necessary or required, did you use examples from personal experience to illustrate your point?

· If necessary or required, did you refer to class readings or discussions to demonstrate an understanding of the concepts?

· Did you proofread your post for typos and misspellings? Are the grammar and punctuation correct?

· Did you cite any references to the text or other sources used in your discussion posts? Consult the UAGC Writing Center for more information about references and citations.

· Did you read your post out loud to yourself to make sure it "sounds" clear?

Discussion Board Dos and Don'ts

Do...

· Break up long postings into smaller, easier-to-read paragraphs.

· Demonstrate the same professionalism and courtesy you would at work on the discussion boards.

· Answer any follow up questions your instructor may have asked. If you are off topic or did not fully answer the post, your instructor may ask you a follow up question designed to help you answer the questions more fully.

· Stay on topic. You can ensure this by reading all the posts in a threaded message before responding or by rereading the discussion forum topic or prompt(s).

· Always find one positive aspect of another's classmate's post before launching into a critique.

· Acknowledge another classmate's point-of-view whether or not you agree.

Do not...

· Write as if you were texting, chatting, or instant messaging. Avoid slang and acronyms ("btw" for "by the way").

· Use ALL CAPS in your response. Using ALL CAPS is considered yelling.

· Refer to yourself as "i"; address yourself as "I". Use proper capitalization.

· Respond to another classmate's posting only saying "I agree" or "I disagree." This does not contribute to learning. Provide examples to support your position.

· Take comments personally. We interpret text messages based on our experiences. Because you have no cues other than the written word, you may make assumptions that were not intended.

· Make personal attacks on another classmate's posting. If you disagree, do so objectively and respectfully. Always provide substantive evidence to support your position.

· "Say" anything that you would not tell someone face to face or anything that you do not want discussed in class.

· Post too late. Remember that your active participation is part of your grade. Simply "showing up" to class is not enough; you must create and establish an online presence in the discussion forums. Besides, you want your instructor and classmates to read and comment on your insightful observations!

The Do's and Don'ts of Online Discussion

1. The most important thing to keep in mind is that our discussion board simulates the classroom discussion. It is an opportunity to explore the concepts we are studying.

2. Full participation will make the discussion forums successful, as the comments in the forum will bring the classroom material to life. It will be real-world discussion.

3. An "I agree" or "I disagree" does not contribute to learning. You will agree and disagree with the comments from other students; however, when that happens, provide examples to support your position.

4. Compare and contrast statements from other students. With you acting as a third party, you will often be able to provide an objective analysis.

5. Bring in a third-party resource to support your position. Perhaps you have found a website that adds to the learning.

6. Don't take comments personally. We interpret text messages based on our experiences. Because you have no cues other than the written word, you may make assumptions that were not intended.

7. Above all, have fun and learn from each other.

Discussion Forum Samples

Target Market - Unacceptable Posting

What is wrong with saying, "My target market is everybody?" Explain the value of segmentation, and give an example in which you are the target market (see especially Chapter 4). Respond to at least two of your classmates' postings.

Companys shoud say what there target market is so they can focus on that group and make there marketing campaigns fit that group. The text says -- "this process, known as market segmentation, consists of identifying specific groups based on their needs, attitudes, and interests"

There are so many busy people out there. But just because there busy doesn't mean that they are ok eating fast food. Lots of people are on diets, too! Companys like Uncle Ben's and Lean Cuisine advertise healthy foods people can prepare in a pinch instead of cooking all day.

Target Market - Acceptable Posting

Pinpointing a specific target market is vital to marketing. By doing this, marketing companies can focus on a specific group of people and adjust their marketing campaigns accordingly. If a marketing company were to make an ad that targeted everyone, it would be too general and would probably end up reaching the attention of (targeting) nobody. Clow and Baack (2012) explain, "This process, known as market segmentation, consists of identifying specific groups based on their needs, attitudes, and interests" (p. 85).

Many adult learners, like myself, work full-time while attending school full-time. Therefore, we find ourselves in a target market segment of busy people. In spite of time constraints, many of the people in this target market have health and diet concerns and are therefore less-inclined to eat fast food for their meals. Clow and Baack (2012) explain, "A company may present one overall message that is also tailored to fit the needs and values of various groups” (p. 88). This is exactly what companies like Uncle Ben's and Lean Cuisine have done. The advertisements for these two companies are targeted toward the specific needs and wants of busy, health-conscious people, like myself, as they advertise healthy meals that can be conveniently prepared for people who do not have the time to spend hours cooking.

References:

· Clow, K. E., & Baack, D. E. (2012). Integrated advertising, promotion, and marketing communications (5th ed.). Upper Saddle River, NJ: Prentice Hall.