Mental health facets of the school-based health center movement: Need and opportunity for research and development

Adelman, Howard; Taylor, Linda

doi:10.1007/bf02518598

Cited by 22 publications

(11 citation statements)

References 26 publications

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“…One significant advantage is their unparalleled access to youth that promotes early identification and treatment (Adelman & Taylor, 1999; President's New Freedom Commission, 2003; Weist, 1997). School personnel can be trained to effectively identify the signs and symptoms of mental health concerns, particularly those that manifest as poor or declining academic performance or problems with peer interactions, which may facilitate the referral process to MHS (Adelman & Taylor, 1991; Masia-Warner et al, 2005; Severson & Walker, 2002). Furthermore, mandatory school attendance may mitigate practical barriers to services, such as transportation and scheduling burdens, and the naturalistic setting of school-based MHS may lessen psychological barriers, such as mental health stigma (Catron, Harris, & Weiss, 1998; Catron & Weiss, 1994; Stephan, Weist, Kataoka, Adelsheim, & Mills, 2007; Weist, 1999).…”

mentioning

confidence: 99%

Connecting students to mental health care: pilot findings from an engagement program for school nurses

Kim

Becker

Stephan

et al. 2015

Advances in School Mental Health Promotion

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Schools function as the major provider of mental health services (MHS) for youth, but can struggle with engaging them in services. School nurses are well-positioned to facilitate referrals for MHS. This pilot study examined the feasibility, acceptability, and preliminary efficacy of an engagement protocol (EP) designed to enhance school nurses’ utilization of evidence-based engagement practices when referring youth to MHS. Participants were six school nurses and twenty-five adolescents in a large, urban school district. School nurses reported positive attitudes towards the EP, suggesting that they found it feasible and acceptable. Though there were small increases in school nurses’ use of engagement practices and in adolescents’ readiness for services following training, due to limited sample size, differences were not statistically significant. Still, pilot results suggest preliminary efficacy of training school nurses to strategically implement evidence-based engagement practices to increase adolescents’ engagement in MHS.

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mentioning

confidence: 99%

Connecting students to mental health care: pilot findings from an engagement program for school nurses

Kim

Becker

Stephan

et al. 2015

Advances in School Mental Health Promotion

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“…The process evaluation data of the RWJF-funded SBHCs are extremely positive. Despite favorable evaluation data, criticism has been leveled against the SBHCs for their overemphasis on individual therapy as the preferred mode of treatment; such a limited strategy fails to make use of consultative and organizational development interventions that could have a greater impact on the mental health needs of children in schools (Adelman & Taylor, 1991).…”

Section: School-based Other-supported Health Clinicsmentioning

confidence: 99%

Health care reform and psychological practice in schools.

Carlson¹,

Tharinger²,

Bricklin

et al. 1996

Professional Psychology: Research and Practice

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National policy calls for the placement of comprehensive, customer-oriented, and accessible health and social services programs for America's children and youth. Schools have been targeted as the ideal location for such services. Numerous models of school-based and school-linked programs have been initiated. The role of psychology in these emerging models and programs is highly variable; however, it is an essential service that increasingly is being recognized as necessary in order for schools to address complex and diverse student and staff health needs. In this article, models for the delivery of school health services are profiled. Implications for practitioners who currently work in schools and for psychologists who are not currently working in schools but who are interested in maximizing psychology's contribution to school health services are offered.Major social and demographic changes within our nation, highlighted by the high number of children living in poverty and by research linking disadvantage, educational failure, and poor mental health among children and families, have been antecedents to an emerging consensus in both federal and state policy calling for the integration of social, psychological, and health services (i.e., one-stop shopping) in school-based or school-linked sites (

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“…RWJF is currently funding initiatives which extend SBHCs to elementary school sites. Although the process evaluation data of the RWJF SBHCs is considered to be extremely positive, criticism has been leveled against the SBHCs for their overemphasis on individual therapy as the preferred mode of treatment with such a limited strategy failing to make use of consultative and organizational development interventions which might be expected to have a greater impact on the mental health needs of children in schools (Adelman & Taylor, 1991).…”

Section: The Contemporary Context: School-based and School-linked Modelsmentioning

confidence: 99%

Historical, current, and future models of schools as health care delivery settings.

Carlson¹,

Paavola²,

Talley³

1995

School Psychology Quarterly

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This article describes the unmet health and mental health needs of children and youth, explores existing models of the school as a health care service delivery setting and describes the implications for the practice of psychology in schools. Since the delivery of health services in schools in the present has emerged in response to social needs from the past, the issue of schools as health care settings is explored from both a historical and contemporary perspective.

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Mental health facets of the school-based health center movement: Need and opportunity for research and development

Cited by 22 publications

References 26 publications

Connecting students to mental health care: pilot findings from an engagement program for school nurses

Connecting students to mental health care: pilot findings from an engagement program for school nurses

Health care reform and psychological practice in schools.

Historical, current, and future models of schools as health care delivery settings.

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