Status of mental health services for youth in school and community

Christopher, Geraldine M.; Kurtz, P. David; Howing, Phyllis T.

doi:10.1016/0190-7409(89)90031-5

Cited by 8 publications

(1 citation statement)

References 42 publications

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“…In recent years, there has been renewed interest in school-based and school-linked mental health and psychosocial programs emphasizing early intervention, treatment, crisis intervention, problem prevention, and promotion of healthy development (e.g., Adelman & Taylor, 1991, 1993b; Bond & Compas, 1989; Carnegie Council on Adolescent Development, 1988; Christopher, Kurtz, & Mowing, 1989; Conoley & Conoley, 1991; Dryfoos, 1990, 1994; Haynes, Comer, & Hamilton-Lee, 1988; Hickey, Lockwood, Payzant, & Wenrich, 1990; Holtzman, 1992; Price, Cowen, Lorion, et al, 1988; Schorr, 1988; Sitwell, DeMers, & Niguette, 1985; Tharp, 1991; Weissberg, Caplan, & Harwood, 1991). In specific relation to initiatives to integrate community-based services and link them to school sites, projects are underway to demonstrate the concept of “one-stop shopping”—whereby a center (e.g., a Family Service Center) is established at or near a school site to house as many medical, mental health, and social services as feasible (Center for the Future of Children Staff, 1992; Dryfoos, 1994; Hodgkinson, 1989; Holtzman, 1992; Kagan, 1990; Kagan, Rivera, & Parker, 1990; Kirst, 1991; Melaville & Blank, 1991).…”

Section: Broadening Intervention Modelsmentioning

confidence: 99%

Clinical psychology: Beyond psychopathology and clinical interventions.

Adelman

1995

Clinical Psychology: Science and Practice

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As clinical psychology addresses an increasingty wide spectrum of problems, the discipline's dominant emphasis on psychopathology must be integrated with an equivalent understanding of psychosocial problems. Such a balance is viewed as improving work done in relation to all problems addresmd by clinical psychology and the mental health field. In support of these views' this article explores the importance of going beyond psychopathology with respect to (a) classifying behavioral, emotional, and learning problems and (b) conceiving intervention models. Key words: psychosocial problems, transactional view, psychopathology, diagnostic taxonomies, intervention modelsI school-based interventions, SchoolBased H d t h Centers. [Clin Psycho1 Sci Prac 2:2844, 19951The range of human problems addressed by clinical psychologists continues to increase, but the emphasis on psychopathology continues to dominate the discipline and the field of mental health in general. This domination is seen in the relatively superficial way psychosocial problems are attended to by many clinical psychologists in their roles as academicians, researchers, practitioners, and policy shapers. For example, the extensive activity devoted to developing formal schemes for classifjmg psychopathology has not been paralleled for psychosocial problems. Thus, it is common for persons manifesting emotional upset, misbehavior, and learning problems of a nonpathological nature Address reprint requests and correspondence to Howard S. Adelman, Department of Psychology, UCLA, 405 Hilgard Avenue, Los Angeles CA 90024-1563.to be assigned pathological diagnostic labels-such as depression, ADHD (attention-deficit/hyperactivity disorder), and LD (learning disabled). Invalid differential diagnoses, of course, contaminate research samples and may lead to inappropriate interventions. When this occurs, the dominant emphasis on pathology negatively affects work done in relation to both psychopathology and psychosocial problems.T h s article aims at encouraging the field to adopt a policy of parity so that the topic of psychosocial problems is allotted the same status given to psychopathology. In pursuing this aim, the article has two underlying themes: One is that the understanding and amelioration of psychosocial problems require the same quahty of conceptual and empirical attention &om the discipline that currently is given to psychopathology; the other is that clinical psychology and the field of mental health can benefit &om viewing psychopathology within a h ework that encompasses psychosocial problems. These themes are aired through brief dwussions of (a) classifjring behavioral, emotional, and learning problems &om a perspective that goes beyond psychopathology and (b) moving beyond clinical intervention models.The audience I most want to address are those who shape thinking about clinical psychology and mental health research and training. Psychology departments, in particular, need to examine their curriculum with respect to course offerings, practicum placements,...

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Section: Broadening Intervention Modelsmentioning

confidence: 99%

Clinical psychology: Beyond psychopathology and clinical interventions.

Adelman

1995

Clinical Psychology: Science and Practice

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School-linked mental health interventions: Toward mechanisms for service coordination and integration

Adelman

1993

J. Community Psychol.

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Despite increasing activity aimed at integrating health and social services and linking them to schools, little attention has been paid to the mechanisms that must be created to accomplish this policy direction. The purpose of this paper is to highlight briefly (1) concern about inadequate interfacing among programs and (2) specific tasks and mechanisms for coordination (and eventual integration) of school‐linked programs. It is suggested that community psychologists can play an important role by helping clarify essential system tasks and mechanisms and how to address these needs through judicious redeployment of existing resources.

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

Adelman

Taylor

1991

The Journal of Mental Health Administration

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Status of mental health services for youth in school and community

Cited by 8 publications

References 42 publications

Clinical psychology: Beyond psychopathology and clinical interventions.

Clinical psychology: Beyond psychopathology and clinical interventions.

School-linked mental health interventions: Toward mechanisms for service coordination and integration

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

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