Many barriers have been proposed to explain why rural residents do not receive adequate behavioral health services even though the need for such services is great. One solution proposed to address the need in rural settings is to offer these services within primary care. This study was designed to examine child attendance rates at integrated behavioral health clinics (BHCs) in rural primary care offices. Referral forms for all children recommended to attend three BHCs were reviewed by research assistants. Attendance at appointment, length of time on waiting list, severity of the prob-lem, referral reasons, and parent stress were coded. Across the three BHCs, nearly 88% of children referred were scheduled for an initial appointment, and 81% of children referred for behavioral health services attended the initial appointment. Follow through for children referred by their primary care physician to a colocated behavioral health specialist in rural settings was much higher than found in other studies. These data suggest that in rural settings integrated care may increase access to and continuity of care for a population that is often neglected.
University of Nebraska-LincolnFamily-centered positive psychology (FCPP) is defi ned as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of defi ciencies. This approach to family-based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifi es FCPP practice, and illustrate its use through an authentic data-based case study.Positive psychology is defi ned as "the scientifi c study of ordinary human strengths and virtues," which "adopts a more open and appreciative perspective regarding human potentials, motives, and capacities" (Sheldon & King, 2001; p. 216). Much of the literature on positive psychology focuses on the application of principles to the study of individuals in personal life contexts. Attention is provided to the attributes, capacities, and capabilities of the individual. For enhancing the lives of children, however, it is clear that similar strengths and assets must be garnered in the adults who control the environments within which all are interacting. That is, children and youth exist in interlocking contexts that both separately and together affect their functioning. The resources available to the adults who control those contexts are critically important for children's ultimate development. It has been argued that to truly help children, service providers must paradoxically focus efforts and energies on the adults (e.g., parents and teachers) in their lives (Conoley & Gutkin, 1986;Sheridan & Gutkin, 2000). Building strengths, enhancing skills, and coalescing resources for the multiple adults in children's lives are among the benchmark functions for school psychologists. Indeed, notions of positive psychology can be instrumental in our conceptualization of services provided to parents, family members, teachers, and other adults with whom children live. The purposes of this paper are to defi ne family-centered positive psychology, identify its primary assumptions and key principles, present a model by which service providers (e.g., school psychologists) can use its principles to enhance outcomes for students, and illustrate the process with a case example. Defi nition and Assumptions of Family-Centered Positive PsychologyFor purposes of this paper, we defi ne "family-centered positive psychology" (FCPP) as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing on the resolution of problems or remediation of defi ciencies. The point of contact is the family as the context for growth withi...
Conjoint behavioral consultation (CBC) can be considered a help-giving model, wherein consultants work with parents and teachers in an effort to develop constructive partnerships aimed at addressing needs of students for whom both parties share responsibility. The development of strong relationships among systems in a child's life is related to positive outcomes for children, and congruence among systems is one relationship variable that has received previous research attention. This study examined the degree to which parent and teacher perceptions of the helpfulness of the CBC consultant are congruent, and its relationship with various case outcomes. Correlational analyses suggest that parents' and teachers' perspectives of the helpfulness of the consultant are not necessarily related to each other, and as differences increase, perceptions of outcomes decrease for both parties. Research implications, limitations, and future directions are offered.Consultation research has evolved over several years to encompass evaluations of outcomes, processes, and social validity (Sheridan, Welch, & Orme, 1996).
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