Introduction to Special Issue: Culturally Responsive School-Based Mental Health Interventions

Castro-Olivo, Sara M.

doi:10.1007/s40688-017-0137-y

Cited by 21 publications

(12 citation statements)

References 13 publications

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“…To improve access to quality mental health care, schools often use a multitiered systems of support (MTSS) approach, which refers to the application of prevention systems in the school environment (Loftus-Rattan et al, 2023). MTSS has the potential to reduce disparities in mental health problems and increase access to mental health care for marginalized youth by providing early and targeted prevention that is embedded within the school context (Castro-Olivo, 2017). Malone et al (2022) suggest an MTSS framework for culturally responsive mental health promotion and intervention should focus on creating school climates conducive to marginalized students' well-being and success in Tier 1 (universal prevention) and integrating culturally responsive practices in Tier 2 (targeted prevention) and Tier 3 (intensive prevention) to improve marginalized youths' mental health outcomes.…”

Section: School-based Mental Health Interventionsmentioning

confidence: 99%

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Phan¹,

Renshaw²

2023

American Journal of Orthopsychiatry

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With growing diversity within the U.S. population and notable barriers to accessing behavioral health care, marginalized youth are placed at risk for developing psychosocial and mental health problems. Promoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginalized youth facing mental health disparities. Culturally sensitive interventions (CSIs) may further improve engagement with and effectiveness of EBIs with marginalized youth. In this article, we provide guidelines for advancing CSIs when implementing and adapting EBIs with marginalized youth in schools. First, we emphasize inclusive strategies for advancing CSIs with marginalized youth in schools, focusing on antiracist adaptations to interventions and using a community-based participatory research approach when implementing EBIs. Following, we discuss techniques for tailoring CSIs to more effectively support marginalized youth and their families with school-based prevention and treatment. Specifically, we recommend using the Adapting Strategies for Promoting Implementation Reach and Equity framework as a guide to promote equitable implementation as well as key strategies for engaging marginalized youth and their families with school-based EBIs. Ultimately, we offer these guidelines to address disparities and inform more equitable practice in youth mental health care-and to motivate future studies advancing culturally responsive services with marginalized youth in schools. Public Policy Relevance StatementPromoting evidence-based interventions (EBIs) through school-based mental health services may improve accessibility and quality of care for marginalized youth facing mental health disparities. Inclusive and culturally sensitive EBIs may be especially useful for addressing inequities in marginalized youths' mental health outcomes. We provide guidelines and practical recommendations for implementing and adapting inclusive and culturally sensitive EBIs with marginalized youth in schools. Mental health issues are rising among adolescents aged 12-17 years, with a 52% increase in significant internalizing symptoms since 2005 (Twenge et al., 2019). Furthermore, a substantial increase in depression and anxiety symptoms was seen in youth during the COVID-19 lockdown (in March 2020) compared to rates observed before the lockdown (Panchal et al., 2021). Mental health challenges are compounded for youths from low-income families, those within the juvenile justice and child welfare systems, those identifying with racial/ethnic minoritized communities, and those with substance abuse problems (Hodgkinson et al., 2017;Masi & Cooper, 2006). Populations that may be especially vulnerable to lower rates of mental health service access include marginalized youth and the uninsured (Kataoka et al., 2002;Larson & Halfon, 2010).Marginalized youth-who experience racism, discrimination, and exclusion because of unequal power relationships across economic, social, racial, and cultural conditions-r...

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Section: School-based Mental Health Interventionsmentioning

confidence: 99%

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Phan¹,

Renshaw²

2023

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

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“…As an equity‐based and needs driven service delivery framework, MTSS has the potential to reduce disparities in mental health problems and increase access to mental health treatment, especially for minoritized youth (Castro‐Olivo, 2017). However, this framework is only as effective as the interventions and assessments used (Fabiano & Evans, 2019).…”

Section: A Multitiered Systems Of Supports Model For Culturally Respo...mentioning

confidence: 99%

“…The use of culturally adapted interventions can increase REM students’ acceptance of and satisfaction with mental health services (Castro‐Olivo, 2017). S. C. Jones et al (2017) examined adolescents’ satisfaction when cultural adaptations were applies to the therapeutic process.…”

Section: A Multitiered Systems Of Supports Model For Culturally Respo...mentioning

confidence: 99%

Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth

Malone

Wycoff

Turner

2021

Psychology in the Schools

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Ample evidence suggests that PK‐12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes including increased depression and anxiety, decreased self‐worth and self‐esteem, as well as psychological maladjustment. School‐based mental health services can ensure that racial and ethnic minoritized (REM) students gain access to mental health services. Because schools are one place where REM students experience structural and individual discrimination, it is critical that school‐based mental health providers utilize strategies to promote school climates that are safe and affirming for these students. Using a multitiered system of support framework, we describe the tier 1 interventions to promote positive school racial climate and the elements of culturally responsive practices to be integrated into tier 2 and tier 3 interventions to improve mental health outcomes for REM youth.

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“…Reviews of school psychology research literature have pointed to a limited historical focus on diversity, with representation of minority populations ranging from 9% to 17% in research as recent as 2014 (Brown, Shriberg, & Wang, 2007; Grunewald et al, 2014; Miranda & Gutter, 2002; Noltemeyer, Proctor, & Dempsey, 2013; Wiese, 1992). In response, efforts have been made to generate and publish research on the needs of diverse youth and families within the United States (Castro-Olivo, 2017) and internationally (Arora, Nastasi, & Leff, 2017). Special issues in U.S.-based journals (e.g., Blake et al, 2016) have brought attention to issues of diversity in school psychology research and practice.…”

Section: School Psychology In the Past And Present: Perspectives On D...mentioning

confidence: 99%

Infusing global and intercultural perspectives to transform school psychology and school psychologists.

Nastasi¹,

Chittooran²,

Arora³

et al. 2020

School Psychology

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School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated primarily in North America and Western Europe. Moreover, in the past 25 years, the profession has made insufficient progress in changing its focus toward an ecological systems perspective as initially envisioned by Conoley and Gutkin in 1995 and revisited in this issue. In this article, we embrace and expand that vision to include the infusion of global and intercultural perspectives into school psychology research, training, practice, policy, and advocacy as a means to address cultural diversity within local contexts across the globe, with a particular focus on school psychology within the United States. We begin with a discussion of terminology that addresses international and cross-cultural issues related to diversity. We then examine past and present perspectives and approaches to cultural diversity and globalization within school psychology and propose future directions for research, training, practice, policy, and advocacy within a global-intercultural perspective. We conclude with our reflections about transforming school psychology and school psychologists. Impact and ImplicationsThis article discusses the representation of ecological-systems, international, and cross-cultural perspectives in the past, present, and future of school psychology research, training, practice, policy, and advocacy. The authors propose a global perspective for understanding culture in domestic and international contexts, which relies on negotiating differences in values, beliefs, and norms to achieve shared understandings and inform individual perspectives.

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Introduction to Special Issue: Culturally Responsive School-Based Mental Health Interventions

Cited by 21 publications

References 13 publications

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Guidelines for implementing and adapting evidence-based interventions with marginalized youth in schools.

Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth

Infusing global and intercultural perspectives to transform school psychology and school psychologists.

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