Browsing by Author "Moynihan, Stephanie"

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    Addressing specialization and time to enhance adult learning: Workshop participants’ perceptions
    (The University of Texas at Austin’s Steve Hicks School of Social Work, 2020-06) Alamdari, Sara M.; Walton, Betty A.; Moynihan, Stephanie
    Interdisciplinary workshops trained and supported supervisors and coaches to implement common assessment tools in practice across social service sectors. By applying adult learning, learning transfer, and situated learning theories, this qualitative study elicited perceptions of trainers and trainees to identify improvement training and technical assistance strategies. Ten semi-structured interviews were completed. Using thematic analysis, six themes emerged (specialization, time, engagement/interest, content, marketing, and technology). Specialized training for experienced adults helped match new knowledge and skills to practice. Addressing time constraints of busy professionals required consideration of participants' availability and training duration. Consistent with applied theories, suggestions for improvement included interactive training, small group discussions, realistic examples or vignettes, and helping participants comprehend the importance of the content. The creative use of technology, pre-training need assessment, reflexive practice, and supportive organizational factors can be helpful to advance continuing education in social service professions. Utilization of suggestions to modify workshops improved engagement and the transfer of knowledge to practice.
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    CANS and ANSA Outcome Reports Reference Guide, version 3
    (2024) Walton, Betty; Moynihan, Stephanie; Hong, Stephanie; Kwon, Hyejean
    Although behavioral health disorders are common, the quality of care has not kept pace with the quality of physical health care. Measuring behavioral health care quality has slowly evolved. Suggested quality of care initiatives include a routine process (fidelity) and outcome feedback, which has been linked to improved symptoms, quality of life, and lower readmission rates. Regularly discussing and measuring personal change is recommended. To support data-informed decisions based on personal change and to improve service quality, outcome management reports based on the Child and Adolescent Needs and Strengths (CANS) and Adult Needs and Strengths Assessment (ANSA) data were developed in DARMHA, the Indiana Division of Mental Health and Addiction's data collection and reporting platform. This reference guide describes each individual or aggregate report and provides tips to access and utilize the information.
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    Exploring Disparities in Behavioral Health Service Use in the Early Stages of the Covid-19 Pandemic
    (2024-09) Walton, Betty; Hong, Saahoon; Kwon, Hyejean; Kim, Hea-Won; Moynihan, Stephanie
    This research brief highlights the findings and takeaways from a published study comparing behavioral health service use by adults during the early COVID-19 pandemic and the previous year. From 2019 to 2020, admissions increased by 46%. Although individuals with co-occurring mental health and substance use disorders experienced the most complex challenges, the greatest increase in accessing treatment was by people with mental health concerns. More women accessed services than men. Service use increased for Multiracial and Hispanic adults, decreased for African American and White people, and remained stable for American Indians. Different service access patterns and complexity may have been related to pandemic and existing factors.
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    Improving Treatment Completion for Young Adults with Substance Use Disorder: Machine Learning-Based Prediction Algorithms
    (2024-09) Walton, Betty; Hong, Saahoon; Kwon, Hyejean; Kim, Hea-Won; Moynihan, Stephanie
    Substance Use Disorder treatment completion has been associated with positive outcomes, such as reduced relapse rates and longer periods of abstinence. A study identified factors influencing SUD treatment completion among young adults (aged 18–25) receiving publicly funded outpatient services. This research brief describes how a machine learning decision tree model explored interactions between functional behavioral health needs and strengths, criminal justice system involvement, and completing treatment. A machine learning approach made it possible to identify complex relationships among many factors, improving our understanding on where to focus treatment.
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    Longitudinal Patterns of Strengths among Youth with Psychiatric Disorders: A Latent Profile Transition Analysis
    (2024-09) Walton, Betty; Hong, Saahoon; Kwon, Hyejean; Kim, Hea-Won; Moynihan, Stephanie
    Human service agencies have historically prioritized interventions mitigating risks rather than leveraging youth and family strengths. For youth with psychiatric disorders, better understanding the variability of strengths is crucial. Strength-based interventions include many dimensions: family strengths, interpersonal relationships, optimism, spirituality, talents and interests, educational setting, involvement in care, natural supports, community engagement, and resilience. A study examined how strengths were related to recovery. This research brief summarizes the study's findings and implications for child behavioral health services.
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    Predicting the Behavioral Health Needs of Asian Americans in Public Mental Health Treatment: A Classification Tree Approach
    (2024-09) Walton, Betty; Hong, Saahoon; Kwon, Hyejean; Kim, Hea-Won; Moynihan, Stephanie
    As experiencing pandemic related hardships (social isolation, financial distress, and health anxiety) and racial discrimination worsened Asian American’s mental health, a study examined unique behavioral health characteristics of Asian Americans compared to White and Black Americans in behavioral health treatment. Assessment data was analyzed using descriptive and chi-squared automatic interaction detection (CHAID), a machine learning approach, to detect additional differences among groups. Asian Americans had distinct patterns of behavioral health needs compared to White and African Americans. Key takeaways inform culturally responsive practice.
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    Specialization and time: Two core principles for adult learning
    (Council for Adult and Experiential Learning (CAEL), 2017-11) Makki Alamdari, Sara; Walton, Betty A.; Moynihan, Stephanie
    Overview: Training plays an important role in the profession of social services to improve the quality of services. Interviewing ten social service providers, data analysis demonstrated that the most important principles pursued by participants are specialization and time. Consistent with adult learning theory, if training is designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. Abstract: Training plays an important role in the profession of social services to improve the quality of services through workforce development. Since 2006, the Indiana Family and Social Services Administration, Division of Mental Health and Addiction in collaboration with Indiana University has sponsored training for the staff. Annually, more than 500 trainees attend these in-person statewide workshops. In this study, ten social service providers who attended these trainings were interviewed in order to understand strategies to improve effectiveness of workshops. Grounded theory approach was applied to analyze data. Data analysis demonstrated that the most important principles and values pursued by participants are specialization and time. Participants frequently emphasized the importance of specialized learning tailored toward their needs. Time is also crucial. Adult learners would rather shorter trainings for several reasons. For example, participants leave their workplace for training purposes, when they come back; they face many in-complete tasks, which is overwhelming for them. If trainings are designed to meet these principles, participants will become actively involved in training, and their perceived relevancy and in-depth learning will be improved. These two core principles are consistent with adult learning theory mentioned by Knowles (1980, 1990). According to this theory, understanding of intrinsic value, autonomy, direct impact on the work and meaningful engagement are important components for adult learning. Adherence to these two principles, in designing training for adult, helps meet fundamental components of adult learning theory and attract adult learners. In this case, technology, organizational supportive environment and activities beside and out of workshops can be employed to serve these two principles. It is also helpful to consider dynamics of any specific group of participants to tailor the training toward their needs. In this case, having need assessment a few days before training is recommended to discover expectations.
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    State-Community System of Care Development: an Exploratory Longitudinal Review
    (Springer, 2021-04-01) Karikari, Isaac; Walton, Betty A.; Bishop, Christine; Moynihan, Stephanie; Evans, Pinkie; School of Social Work
    The system of care (SOC) philosophy evolved into a framework to support access to effective behavioral health services for children. This study explored the use of the System of Care Implementation Survey (SOCIS) to monitor SOC development during one Midwestern state’s federal planning and expansion grants. Utilizing a translational framework, results showed that despite fluctuations in SOC factor implementation over time, state and local SOCs had mid-level development. Further, inferential analysis of select factors indicated that outreach and access to services and the skilled provider network were significantly worse over time. Significant improvement in the treatment quality was documented but not sustained. Changes for Family Choice and Voice and Collaboration were not statistically significant. Variability in survey participation limited the evaluation. Refinement of evaluation methods is needed to monitor progress and to manage SOC development.
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    The Intersectionality of Factors Predictng Co-occurring Disorders: A Decision Tree Model
    (2024-09) Walton, Betty; Hong, Saahoon; Kwon, Hyejean; Kim, Hea-Won; Moynihan, Stephanie
    Individuals with co-occurring psychiatric and substance use disorders (COD) face challenges accessing care, accurate diagnoses, and effective treatment. To better understand factors other than substance use, which differentiates COD from psychiatric disorders PD, a study examined the combined effects of age, gender identity, race/ethnicity, pandemic, behavioral health needs, useful strengths, and COD. Involvement in recovery, active participation in treatment and managing one’s health, was the strongest predictor of having COD. This research brief highlights finding and key takeaways with implication for creating accessible, effective services, building life functioning skills, identifying risky behavior, and person-centered recovery planning.
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    Young Adults with the Mental Health and Criminal Justice System Involvement: A Preliminary Study
    (2023-01-15) Hong, Saahoon; Walton, Betty; Kim, Hea-Won; Moynihan, Stephanie
    This study examined the intersection of characteristics, behavioral health needs, and strengths for young adults with dual involvement in the mental health and criminal justice systems. Findings predicted dual system involvement with the following ANSA items: 1) substance use; 2) gender; 3) depression; 4) anxiety; 5) volunteering (strength); 6) developmental; 7) impulse control; 8) residential stability; 9) parental/caregiver role, and 10) anger control. The most significant predictor associated with the dual system involvement, differentiating from the non-dual system involvement, was substance use followed by gender and depression. More young men than young women had substance use needs. Young adults with dual system involvement presented higher rates of actionable ratings on depression and impulse control than their counterparts.