Citizenship is an approach to supporting the social inclusion and participation in society of people with mental illnesses. It is receiving greater attention in community mental health discourse and literature in parallel with increased awareness of social determinants of health and concern over the continued marginalization of persons with mental illness in the United States. In this article, we review the definition and principles of our citizenship framework with attention to social participation and access to resources as well as rights and responsibilities that society confers on its members. We then discuss our citizenship research at both individual and social-environmental levels, including previous, current, and planned efforts. We also discuss the role of community psychology and psychologists in advancing citizenship and other themes relevant to a citizenship perspective on mental health care and persons with mental illness.

Findings suggest there are challenges to developing and implementing citizenship supports in public mental health settings based on social and clinical factors and limitations. However, it is also noted that efforts to address challenges through consultation and education of providers can support the goal of a life in the community for persons with mental illness. (PsycINFO Database Record

Supervision plays a key role in the provision of health and human services. An extensive literature exists on supervision as an element of professional development in behavioral health care. However, much less attention has been given to the practice of supervision in publicly funded systems of care for persons with mental and substance use conditions. This article provides a comprehensive review of the literature on supervision in the public sector, highlighting its current status, definition, functions, competencies, applicable standards and requirements, training approaches, and outcomes. Recommended strategies for restoring and advancing supervision as an essential practice in systems of care are discussed.

Mentoring promotes ongoing learning of clinical psychologists, regardless of their expertise and experience. Most academic programs, however, do not possess vigorous mentoring cultures in which mentors simultaneously are learners. Academic programs are largely based on "mastery" philosophies that tacitly aim mentoring at less-experienced peers. This orientation can make stigmatizing mentoring opportunities, especially for psychologists from underrepresented populations. Using concepts from experiential learning theory, we articulate interventions to invigorate mentoring cultures and make mentoring less stigmatizing.

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