Health Economist Examines Impact Of Public Health Coverage

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WILLIAMSTOWN, Mass. - As the national debate rages over health care reform, Lara Shore-Sheppard, associate professor of economics at Williams College, says one thing is clear: "doing nothing is definitely worse than doing something."

Shore-Sheppard notes that while the debate can seem complex, the need for reform comes down to two big issues. "First, a large chunk of the American population has unstable health coverage, or no coverage whatsoever. Second, health care costs are high and rising."

President Obama, she says, is tackling coverage first. Shore-Sheppard knows a little something about health coverage; she has spent much of her career studying the effect of expanding children's access to Medicaid.

"Originally, Medicaid was offered to only the very poorest children," she said. "It has since been expanded, along with the newer State Children's Health Insurance Program, CHIP, to cover children with family incomes below 300 percent of poverty" -- three times the federal poverty level. "My research has studied the effects of this expansion on private health insurance coverage, on children's physician visits, and on other factors."

Most recently, Shore-Sheppard and a collaborator were awarded a two-year grant from the Robert Wood Johnson Foundation to study the impact of public dental coverage on access to care for low-income children. While Medicaid covers dental services for children, reimbursement is low, and many dental providers don't accept Medicaid. Consequently many low-income children go without dental care.  Her study will be the first to examine how states responded to the increased flexibility and greater federal funding offered by CHIP and whether the changes states made resulted in improved access to dental care for children.

One of her research papers, Stemming the Tide? The Effect of Expanding Medicaid Eligibility On Health Insurance Coverage, published last year in the BE Journal of Economic Analysis and Policy, examined whether public health insurance "crowds out" private insurance -- a claim often made by insurance companies. In other words, do people drop private coverage when public coverage is expanded?

"Based on the evidence, it seems that the number of people who drop private insurance for government-funded insurance is quite small. We can't rule out that there is a small crowd-out effect, but we can rule out a large one."

The larger problem, Shore-Sheppard found, is that as public coverage expands beyond the poorest children, eligible children are not being enrolled in the program; they simply remain uninsured.  Shore-Sheppard notes that this might be because as one moves up the income scale, parents don't know that their children are eligible for public coverage. Another possibility is that while they know their children are eligible, they do not enroll until they really need it.

Either way, Shore-Sheppard feels that the low enrollment speaks to the need for a government mandate, like the one that exists in Massachusetts. "To truly expand coverage, a mandate is very effective. However, for a mandate to work, both logistically and ethically, coverage must be made affordable."

Shore-Sheppard notes that while there's evidence that children who have more stable coverage are more likely to see the physician, expanding coverage won't solve all the problems.

"It's also essential to tackle health costs," she says.

Health costs, she says, have been rising for many reasons. First, there have been vast technological improvements in health care. While these improvements may enhance diagnostic care or treatment, they are extremely expensive. Other factors include "defensive medicine" -- the tendency to order a battery of tests for a patient to rule out any potential problems -- as well as the practice of paying providers by the procedure, a highly inefficient provider payment system, a rise in many chronic diseases, an aging population, a lack of cost-awareness by patients of the costs involved, and the cost of pharmaceutical research and development.

"It's like somebody opening a credit card bill at the end of the month. They may not have spent large sums on any one item," she says, "but the combined total can be many thousands of dollars."

"People want a magic bullet," she adds. "But there's no one magic bullet that will solve the cost problem."

Shore-Sheppard notes that she is frustrated by the presence of "red herrings" in the health care debate, like the often-discussed "death panels."

"I respect differences of opinions," she says. "But to simply disrupt the process is irresponsible, and it's bad for constituents. If we fail, health care costs will continue to rise. The uninsured will still be there. We have two very big problems, and they're not going away."

While much attention has been focused on the "public option," or government-provided health care, Shore-Sheppard notes that a public option might not be necessary if we could create incentives for insurance companies to do the right thing.

"We can set up regulations that make it clear to insurers that claims must be honored, so there's no ambiguity. Also, if everyone had coverage, the whole notion of pre-existing coverage would be moot. There's an opportunity to create incentives that aligns insurance companies' interests with what we think is right socially."

However we move forward, Shore-Sheppard says she hopes that her work, and that of other researchers, continues to have a place in the debate.

"Sound health policy must be informed by data," Shore-Sheppard says. "It's not always a seamless transition from research to policy, but good policy will be based on the evidence that exists."
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Puppets Teach Resilience at Lanesborough Elementary School

By Breanna SteeleiBerkshires Staff

The kids learned from puppets Ollie and a hermit crab.

LANESBOROUGH, Mass. — Vermont Family Network's Puppets in Education visited the elementary school recently to teach kids about being resilient.

Puppets in Education has been engaging with young students with interactive puppets for 45 years.  

The group partnered again with Bedard Brothers Chevrolet, which sponsored the visit. 

Classes filtered through the music class Thursday to learn about how to be resilient and kind, deal with change and anxiety, and more.

"This program is this beautiful blending of other programs we have, which is our anxiety program, our bullying prevention and friendship program, but is teaching children the power of yet and how to be able to feel empowered and strong when times are challenging and tough," said program manager Sarah Vogelsang-Card.

The kids got to engage with a "bounce back" song, move around, and listen to a hermit crab deal with the change of needing a new shell.

"A crab that is too small or too big for its shell, so trying to problem solve, having a plan A, B and C, because it's a really tough time," Vogelsang-Card said. "It's like moving, it's like divorce of parents, it's changing schools. It's things that children would be going through, even on a day to day basis, that are just things they need to be resilient, that they feel strong and they feel empowered to be able to make these choices for themselves."

The resiliency program is new and formatted little differently to each of the age groups.

"For the older kids. We age it up a bit, so we talk about harassment and bullying and even setting the scene with the beach is a little bit different kind of language, something that they feel like they can buy into," she said. "For the younger kids, it's a little bit more playful, and we don't touch about harassment. We just talk about making friends and being kind. So that's where we're learning as we're growing this program, is to find the different kinds of messaging that's appropriate for each development level."

This programming affirms themes that are already being discussed in the elementary school, said school psychologist Christy Viall. She thinks this is a fun way for the children to continue learning. 

"We have programs here at the school called community building, and that's really good. So they go through all of these strategies already," she said. "But having that repetition is really important, and finding it in a different way, like the puppets coming in and sharing it with them is a fun way that they can really connect to, I think, and it might, get in a little more deeply for them.

Vogelsang-Card said its another space for them to be safe and discuss what's going on in their life. Some children are afraid because maybe their parents are getting divorced, or they're being bullied, but with the puppets, they might open up and disclose what's bothering them because they feel safe, even in a larger crowd. 

"When we do sexual abuse awareness that program alone, over five years, we had 87 disclosures of abuse that were followed up and reported," she said. "And children feel safe with the puppets. It makes them feel valued, heard, and we hope that in our short time that we're together, that they at least leave knowing that they're not alone."

Bedard Brothers also gave the school five new puppets to use. Viall said the puppets are a great help for the students in her classroom, especially in the younger grades. 

"Every year, I've been giving the puppets to the students. And I also have a few of the puppets in my classroom, and the students use them in small groups to practice out the strategies with each other, which is really helpful," she said. "Sometimes the older students, like sixth graders, will put on a puppet show. They'll come up with a whole theme and a whole little situation, and they'll act it out with the strategies for the younger students. It's really cute, they've done it with kindergarteners, and the kids really like it."

Vogelsang-Card said there are 130 schools in Vermont that are on the waiting list for them to come in. Lanesborough Elementary has been the only Massachusetts school they have visited, thanks to Bedard Brothers. 

"These programs are so critical and life-changing for children in such a short amount of time, and we are the only program in the United States that does what we do, which is create this content in this enjoyable, fun, engaging way with oftentimes difficult subjects," she said. "Vermont is our home base, but we would love to be able to bring this to more schools, and we can't do this without the support of community, business funders or donors, and it really makes a difference for children."

The fourth-grade students were the first class to engage with the puppets and a lot of them really connected with the show.

"I learned to never give-up and if you have to move houses, be nervous, but it still helps," said William Larios.

"I learned to always add the word 'yet' at the end," said Sierra Kellogg, because even if she can't do something now, she will be able to at some point.

Samuel Casucci was struck by what one of the puppets talked about. "He said some people make fun of him if he dresses different, come from different place, brings home lunch, it doesn't matter," Samuel continued. "We're all kind of the same. We're all kind of different, like we have different hairstyles, different clothes. We're all the same because we're all human."

"I learned how to be more positive about myself and like, say, I can't do this yet, it's positive and helpful," said Liam Flaherty.

The students got to take home stickers at the end of the day with contact information of the organization.

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