The Roles and Perspectives of School Mental Health Professionals in Promoting Adolescent Mental Health

Abstract

This chapter presents research conducted as part of the Sunnylands Adolescent Mental Health Initiative to gain a greater understanding of the roles and prespectives of school mental health professionals in identifying, treating and preventing mental health problems in adolescents.

Preliminary evaluation of various training components on accuracy of Direct Behavior Ratings

“…Although a myriad of issues must be addressed in prevention and amelioration of behavioral challenges, school settings have been described as an opportune place for identification, service delivery, and evaluation of outcomes. Research conducted by Romer and McIntosh (2005) to identify predictors of school success in effectively addressing mental health issues suggested a number of factors, including a well-defined and coordinated process for identification and referral of students as well as staff training in identification. One of the implications drawn from their findings related to the need for teacher training in identification of potential problems.…”

Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini.

“…Although "universal screening to identify students at risk for school failure or psychological or behavioral problems is increasingly recognized as an important professional practice" (O'Connell et al, 2009, p. 229), screening for the prevention of MEB problems has not yet been widely adopted (Romer & McIntosh, 2005). Innovation is needed to establish screening tools and procedures that can balance Principle 9 (be quickly and easily performed) and Principle 6 (reasonable accuracy).…”

The Neglected Role of Adolescent Emotional Well-Being in National Educational Achievement: Bridging the Gap Between Education and Mental Health Policies

“…Although there are legislative provisions that focus specifically on externalizing behaviors (e.g., the Gun-Free Schools act, the Pro-Children Act, and the Safe and Drug Free Schools and Communities Act) [5], efforts to improve emotional well-being have received far less attention. A recent study found that only 53% of middle and high schools have full-time access to mental health professionals (psychologist, counselor, or social worker), and 76% of those professionals reported spending less than half their work week on counseling or working with students with mental health problems [6].…”