The Coaching Model℠
The Transitional Coach Model promotes a system of care offering evidence-based intervention, prevention, and care coordination services to children in grades K–12 — expanding quality mental healthcare access on public school campuses and improving social, emotional, behavioral, family, and wellness outcomes.
The Model uses predictive analytics (Early Warning Indicators) to determine specific behavioral health interventions for children requiring mental healthcare (Blumenthal, 2016b). These indicators are routinely collected and readily available within the student's academic record (O'Cummings & Therriault, 2015).
Children meeting these indicators frequently experience Adverse Childhood Events — exposure to pervasive violence, trauma, neglect, substance use, and behavioral disorders — leading to frequent school-generated referrals to community providers.¹
The Coaching Model matches behavioral health professionals with children meeting Early Warning Indicators.
These professionals are referred to as Transitional Coaches — a framing that effectively removes the stigma associated with a child receiving mental healthcare.
Services include non–emergency-based mental health procedures:
The Coaching Model℠ is supported by extensive research indicating that the appropriate utilization of group and individual therapy on a school's campus is the most efficient, effective, and positive way of providing direct service to students with academic, social-emotional developmental issues and situational concerns.
Per Society of Clinical Psychology standards, the mix of group, brief intervention, and individual therapy provides the most efficacy across a broad range of conditions:
The Coaching Model℠ is designed to ensure students are actively engaged. Data indicates the model is most impactful when a Transitional Coach completes the following visits during the academic year. A Student Visit is an encounter with, or on behalf of, a student that supports the student's treatment plan objectives and goals.
| Time Frame / Visit Type | Individual Therapy | Group Therapy |
|---|---|---|
| Per Academic Day | 4 Visits | 28 Visits* |
* A Group Therapy session should have 7–14 students in attendance per session, resulting in 7–14 Student Visits per group session.
¹ Hutchins HJ, Barry CM, Valentine V, Bacon S, Njai R, Claussen AH, Ghandour RM, Lebrun-Harris LA, Perkins K, Robinson LR (submitted). Perceived racial/ethnic discrimination, physical and mental health conditions in childhood, and the relative role of other adverse experiences. Adversity and Resilience Science.
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