Integrated Care At SHS

For example, presenting IC models at a university setting is a consideration that needs to take precedence. Providing students on campus with multiple points of entry for using mental health services is an important strategy for attending to as many students as possible. According to the Substance Abuse and Mental Health Services Administration (SAMHSA) (2009), the National Council for Behavioral Health developed a four-quadrant model to describe the movement of services in a clinically integrated care setting, and is demonstrated in an image in Appendix A. IC models are structured in various ways depending on the population served (e.g. young adults or older adults) and the setting in which the services are provided. For example, services …show more content…
Measuring the need for integrated care at SHS is a multifaceted process that is not clearly observable. Assessing the concept of integrated care at SHS is a challenging abstraction that is manifested in various programs and services. Conceptualizing the multidimensional construct of this research requires evaluating student’s perceptions about mental health services provided at SHS through a combination of general and mental health questions. In addition to the survey, measuring the need for becoming more integrated will be challenging without the use of health reports that gather an amalgamation of clinical mental health services. This research serves to examine the range of concepts which include; patient satisfaction, quality of care, and utility of services. A needs-based assessment of patient perceptions is intended to be patient-centered. Deliberately, this multidimensional assessment will serve as a cross-sectional report that is intended to capture a single point in time, in addition to projecting and planning for future changes. At large, research related to integrated care in a community setting is far from a novel research idea, however, there have been few studies that focused solely on integrated care …show more content…
law, social work, nursing, psychology). Their project consisted of three distinct parts. The first step of their study aimed to better understand the structure and organization of primary health and behavioral health services at universities across the country. The task force collectively defined centers that embodied integrated care services and questioned directors of each university through individual interviews. Defining centers that were deemed integrated or merged, proved to be challenging for the task force, due to the inconsistencies in definitions across various models. In order to accurately capture institutions that were considered integrated, a self-assessment was provided to directors to schematically delineate institutions. Respondents were asked to accurately describe their institution on the basis of four administrative models; administrative structure, clinical services, operational processes, and fiscal elements. Of the 1,800 institutions that were asked to participate, only 359 completed surveys. In turn, only 92 institutions were identified as integrated centers (“Considerations for Integration of Counseling and Health Services on College and University Campuses”,

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