Our Services

Get 15% Discount on your First Order

[rank_math_breadcrumb]

CASE3

CASE 3

Meeting the Health and Social Service Needs of High-Risk LGBTQ Youth in Detroit: The Ruth Ellis Health & Wellness Center

In Detroit, Michigan, a unique partnership between the Ruth Ellis Center (REC), a youth social services agency, and the Henry Ford Health System (HFHS), a non-profit, integrated health care organization, is seeking to meet the health and social service needs of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth experiencing systemic barriers to housing, health, and wellness. The Ruth Ellis Health & Wellness Center was established in 2016 to provide a range of physical health, behavioral health, and social services tailored to the diverse needs of this population in a safe, convenient environment. Initially operating in a mobile clinic, the program moved into a newly constructed health and wellness center (the “Center”) at the REC in February 2017.

 

Partnership Overview

PROBLEM: As a Medicaid-contracted mental health and social services provider, REC was serving approximately 900 LGBTQ youth annually with services aimed at reducing barriers to self-sufficiency, including: (1) short- and long-term residential housing; (2) a drop-in center offering food, clothing, showers, laundry, and case management; (3) outpatient mental health and substance use disorder services; and (4) state-licensed foster care residential services. REC’s drop-in center, however, afforded no privacy to address the population’s elevated risks for issues such as depression and anxiety; violence from family and society; suicide; poverty; unemployment; homelessness; and diagnoses of HIV or AIDS.2 Further, youth served by REC were frustrated by their struggles in accessing health care — they had trouble obtaining prescriptions for gender-transitioning medication, faced discrimination or denial of services from providers, and often had to go to emergency departments as a last resort for care.

INTENDED SOLUTION: With 5,000 square feet of space available for renovation, REC approached HFHS to explore a partnership to integrate primary and behavioral health care in a community setting and meet both the health and social service needs of the LGBTQ youth population. HFHS had the primary care model and clinical expertise to serve LGBTQ youth, but lacked a channel and the cultural competency to reach this population. It knew that the youth did not trust the medical system enough to come to its site.

Together, the organizations determined that a fully integrated, community-based setting would be the best option for safely delivering the full range of health and social services needed by the population. Service Delivery Model Once the partnership was established, HFHS assumed a key role in providing in-kind guidance to REC on renovating the care facility, which was once a vaudeville theater. Directors of HFHS’ facility development department and its community-based health program met with REC regularly to provide guidance on the renovation. HFHS also agreed to set up and maintain the electronic medical record (EMR) system at no cost. REC, in turn, ensured that the new space was designed to meet the needs of LGBTQ youth and raised the capital for construction. During construction, HFHS brought its mobile clinic, at its own expense, to REC and began to see patients. The partnership’s integrated model of care delivers medical, behavioral health, and social services all in the newly built Center.

HFHS provides general primary care and services targeted to the population’s health needs and risks. These include prevention of HIV/AIDS for those at high risk, sexual health services, and transition medications and hormone therapy for transgender individuals. Clinical care is provided by HFHS physician Maureen Connolly, MD, who works at the Center two days a week and worked extensively with LGBTQ youth during her residency. The REC team complements physical health services with behavioral health and social services. These include, for example, counseling for depression, post-traumatic stress disorder, or substance use disorders, as well as social service needs related to housing stability, intimate partner violence, food security, and vocational training and employment. REC employs a front-desk receptionist and a customer service representative, who schedule appointments, manage insurance eligibility, and provide linkages to primary health, behavioral health, and social services within the Center.

 

The program’s care model is bi-directional, with primary care providers identifying behavioral health and social service needs in patients, and behavioral health providers making referrals to primary care and social services. Information Sharing and Reporting Early, ongoing, and outcomes-focused communication among the partners has contributed to initial program successes. The partnership uses a case conferencing model that involves weekly team meetings to discuss patient health and social service needs, supplemented by calls and e-mails to address time[1]sensitive concerns. The team also relies on EMRs, accessed through six computer workstations that REC purchased, to share patient notes and facilitate billing. REC staff underwent Community Connect HIPAA Compliance and Protected Health Information Training, and leadership signed a memorandum of understanding (MOU) to align with HIPAA requirements. Shared Governance The partnership is governed jointly by REC and HFHS. The partners developed a four-page MOU that describes the responsibilities and expectations of each organization, including: proposed services; compliance with guidelines (e.g., current standards of practice for care, HIPAA compliance); clinical staffing; space and equipment; billing and fee collection; and training. Representatives meet quarterly to discuss policies, procedures, and how the partnership is working. These representatives review demographic data of the served population, as well as targeted outcomes, including number of unduplicated users, number of visits, and visit types. This shared approach to governance ensures that each partner’s needs are reflected in the program, and that input and buy-in are maintained.

Funding Model

The partnership’s braided funding model includes resources from: the partners, the Michigan Health Endowment Fund, The Jewish Fund, Community Foundation of Southeast Michigan, DMC Foundation, Carls Foundation, private donors, and Medicaid reimbursement. The majority (60 percent) of expenses are supported by foundation funds. REC is solely responsible for maintaining the Center space, with costs covered by a combination of foundation funds and unrestricted operating income from a capital campaign. Costs for equipment and supplies are shared depending on funds available and which organization has ready access to in-kind contributions.

HFHS pays for costs related to EMR access, as well as the salaries of the physician, nurse practitioner, and medical assistant, and their malpractice insurance. The Michigan Health Endowment Fund supports the salary of the Center’s front[1]desk staff. Medicaid, through contracted managed care organizations, reimburses health care services provided by HFHS and behavioral health services provided by REC. Patient and Community Engagement The patient community played a key role in identifying unmet needs that the Center now addresses, including suggestions for design of the new Center. For example, REC youth identified the need for a shower in an on-site restroom, noting that some individuals would not go to the doctor because they had not been able to shower. Program leaders recognized from the start that typical outreach campaigns (e.g., television spots, flyers) would not be effective, given the marginalization of the target population. Instead, the co-location of the facility with REC’s drop-in center, a convenient setting for youth in the area, facilitates outreach. Word of mouth, social media, and peer outreach staff helps to build awareness for the Center’s services. Dr. Connolly also regularly speaks with other community providers to encourage referrals.

Evaluation and Outcomes

Program evaluation is still in its early phases. Shared process metrics tracked to-date include the number of patients served, number of visits completed, and the types of services delivered. Following each patient visit, staff administer a three-question survey to secure feedback about the appointment process and provider relationship. Initial results have been very positive, as further evidenced by the rate of patient return visits. In addition, REC is assessing the effectiveness of the behavioral health and social services provided at the Center. The partnership is beginning to produce cost savings and operational efficiencies for the partners, though at this early stage, these outcomes are not yet quantified. REC, for example, has leveraged HFHS’ purchasing power to secure needed equipment for the Center, and has not had to devote resources to hiring, credentialing, and purchasing malpractice insurance for clinical staff. HFHS, in turn, uses the REC facility to serve patients without having to pay for rent or utilities. The project team ultimately plans to measure the program’s return-on-investment.

Success Factors

The staff at REC and HFHS attribute a number of factors to the collaboration’s success, including: n Well-matched values and goals. Both organizations are committed to serving young people, improving people’s lives through health and wellness, and addressing social determinants of health. n A thoughtful and measured ramp-up period. The organizations spent two years building the partnership model before providing services together. The investment in ensuring mutual understanding around core values helped prevent unproductive turf issues. n Relevant experience and complementary expertise. REC leadership and staff offered robust experience developing community collaboratives, as well as expertise in the needs of LGBTQ youth, strong relationships with those in the community, and effective outreach channels.

This was complemented by HFHS’ clinical and logistical care expertise. n Balanced collaboration. Across the planning and implementation of the program, balanced collaboration — through financing, contributed expertise, donated in-kind services, care delivery, and structured, ongoing communication — has created a model of care delivery that best meets the unique needs of this vulnerable population. The open relationship also creates a level of trust that makes the partnership sustainable.

QUESTIONS:

Challenges 

While the partnership has been successful in its early stages, project staff identified a few programmatic challenges, including:

1. Having adequate capacity to meet the very high demand for primary care services in particular, since Dr. Connolly is only on-site two days a week.

2. Developing a peer navigator model, given issues of confidentiality that may arise if peers have access to patient health information and use it inappropriately. This concern has prevented the program from engaging peers in coordinating care linkages.

3. Complying with the time-consuming data entry requirements of the program’s many grant funders.

 

 
Please respond to the questions below:

1. Peruse the internet or library databases and identify a model that would address the current challenges at the Ruth Ellis Health and Wellness Center. 
Example: Partnership with a FPO, etc.1 

2. Provide a full description of the model (include citations).

3. Explain how this model (partnership) could address the challenges listed above? Provide an example of an organization currently benefiting from the model cited in your recommendation. Include website if available. 
Example: BAYCAT; Non-Profit Social Enterprise, 
baycat.orgLinks to an external site.

·
1Nonprofit/NFPO                                                                                                                                                             

· Non-Profit Social Enterprise     

· For Profit (FPO)

· Non-governmental organization (NGO)   

· Public Sector/Government Organizations or Agencies    

· Private Sector e.g., private mental health practice, etc. 

· Community Based Organization (CBO)     

· Community Development Corporation (CDC)

Note: Not-for-profit organization (NFPO) is one that does not earn profit for its owners. 
All money earned through pursuing business activities or through donations goes right back into running the organization. A nonprofit organization (NPO) is one that qualifies for tax-exempt status by the IRS because its mission and purpose are to further a social cause and provide a public benefit. Nonprofit organizations include hospitals, universities, national charities and foundations. A for-profit organization is one that operates with the goal of making m

Share This Post

Email
WhatsApp
Facebook
Twitter
LinkedIn
Pinterest
Reddit

Order a Similar Paper and get 15% Discount on your First Order

Related Questions

quay week7

any use of AI will result in automatic 0 You have just been hired as the hypothetical Facility Manager at “American Military/Public University Arena” in Charles Town, West Virginia. The arena seats 65,000 and is used as a multipurpose facility to host events in college and professional basketball, football, and

quiita

 any use of AI will result in automatic 0  The goal of this assignment is to set you up for success in designing research inquiries moving forward. Part of a solid research idea and proposal is having a workable research question that is narrow enough that it can be addressed

Education Homework

Hello.  Is there anyone that can assist me with my homework.  I will have everything in the upload below. Chapter 16 Lesson 1 Syria Info Graph Assignment: The Arab Spring was series of anti- government uprisings affecting Arab countries of North Africa and the Middle East beginning in 2010. Research more about

Education Homework

Hello.  Is there anyone that can assist me with my homework.  I will have everything in the upload below. Chapter 17 Iran In your own words describe how the political landscape of Iran has changed from 1951 to today?  (Two Paragraphs)

Planning teaching metheods

 in this assignment that the assignment should incorporate the two different content areas of language arts and social studies for 10th grade.

515-psp

Classroom rules, procedures, and routines that are clear and concise help optimize time for instruction and allow the learning environment to operate efficiently. Students and teachers need to have procedures that are based on the needs of the particular class and those procedures should be modeled, practiced, and reinforced at

515- Best Practices for Integrating Culturally Relevant Teaching Practices and Principles

Incorporating diversity in the classroom allows teachers to build a positive rapport with students. By incorporating diversity, teachers can create a safe and supportive environment, that provides positive educational experiences, helps students gain an understanding of respect for different cultures, and allows students to learn from multiple perspectives. To incorporate

Funding

Please Read: ● America’s School Funding Struggle: How We’re Robbing Our Future By Under-Investing In Our Children ● Why Did the Superintendent Cross the Road? To Save Money for Her Schools. Assignment: Overview of Summative: Our schools are full of financial issues which are constantly present and require consistent problem-solving.

student teach

I need to answer those questions in 5-7 sentences each. I am applying for a student teaching field experience at a school. This is a special education ABS major. Please tell us about a time when you were part of a diverse team. 7. Please tell us how you feel

questions

 Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0      

sam

Please complete one or the other do not complete both. Any use of AI will result in automatic 0  Over  the last few weeks, you have been conducting research on a solution to a  problem in the market. It is time to decide to either move forward or  not.  In

rob

please see attachment. Any use of AI will receive an automatic 0 I am currently a high school football coach at Northeastern High School in elizaeth City NC

Thomas week 3

any use of AI will result in automatuc 0   Many students will struggle to read or write at some point in  their lives. Consider your current school or district Response to  Intervention (RtI) plan for helping these students by addressing these  questions in an original response: How can educators

Education Thomas assignment week 3

  Educators typically follow a process for identifying students  who struggle and implement a series of steps for providing  individualized instruction. While the Response to Intervention (RtI)  process is presented within the regulatory notes of the 2004  reauthorization of the Individuals with Disabilities Act (IDEA), it  pertains to all students,

Education EDU 755 Reading Assignment/Discussion 1

  Unit 1: Reading Assignment Chapters 1 and 2 (Terrell & Lindsey text) Chapter 10 (Payne text)   Unit 1: Discussion Question 1 Discussion Questions: Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. Discussion Question

EDU 755 Discussion 2

  Unit 1: Discussion Question 2 Discussion Questions: Post your initial response to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. Discussion Question (10 points) According to the Payne text, how does the information on intersectionality apply to your students?

Education Quality Improvement Action Plan Assignment

Quality Improvement Action Plan Assume that you have recently been hired as the special assistant to the chief executive officer (CEO) of your health care organization. Your duty is to head up the new quality improvement department. Over the past year, the hospital has experienced substantial growth but is also