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Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes—A Quasi-Experimental Study
Abstract
The vast majority of youth experiencing symptoms of a mental health (MH) disorder never access services. Barriers to access include unawareness of symptoms or where to get help, stigma, or lack of transportation or finances. Many school, family, and community collaboration models have begun to enhance access to MH supports. The present study reports the impact of one such program called the Family Access Center of Excellence (FACE). FACE employs the Family Check-Up to conduct a child-focused, family systems assessment of family strengths and problem areas and create a treatment plan and linkages to services, with intensive case management to directly address access barriers. In this study, 417 youth were referred from schools to FACE in one academic year. We compared the 224 youth who engaged in FACE to 193 youth who were referred but chose not to access FACE services. Fixed effects regression models indicated that youth who engaged with FACE demonstrated improved social–emotional, behavioral, and academic outcomes compared to youth who did not engage. Implications are discussed along with next steps for developing responsive school–community linked models of care.
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Studies scored as serious or critical employed designs that were often confounded by existing baseline differences.
“those scored as ‘serious’ or ‘critical’ employed designs that were often confounded by existing baseline differences”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Thompson et al. 2021
Thompson et al. (2021) created their comparison group from those referred but who did not engage.
“one study (Thompson et al. 2021) takes precisely this approach, creating their comparison group from ‘those referred but who did not engage’”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Thompson et al. 2021
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References 20 · Cited by 4
Research works printed but not linked: 21
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Metadata
- Authors
- M. Thompson, A., Herman, K. C., Reinke, W. M., Hawley, K., Peters, C., Ehret, A., Hobbs, A., & Elmore, R.
- Affiliations
- University of Missouri
- University of Missouri (US)
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2021-01-02
- Volume
- 50
- Issue
- 1
- Pages
- 30-35
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W3118740732
- Cited by
- 4
- References
- 20
- Citations by year
- 2025: 1 · 2024: 2 · 2021: 1
- FWCI
- 0.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- Family Check-Up, youth mental health, access to mental health care, access barriers, intensive case management, school-community partnership, social-emotional outcomes, behavioral effects, educational outcomes, school-based referral
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