Abstract
When considering interventions for mental health problems in schools, the application of traditional models with emphasis on symptoms and disorders may not feasible or desirable. Generally, formal DSM-IV diagnoses are not needed in schools, unless services are being delivered by professionals who are receiving health insurance reimbursement or are working for agencies that require diagnoses. These models focus on internal pathology as the primary source of problems and as the focus of treatment. Adelman and Taylor (2010) suggest that such an emphasis, while not discounting the presence of internal pathology in some children, creates a narrow perspective on problems and ways to approach them. They suggest that the majority of children’s emotional and behavioral problems are due primarily to sociocultural and economic factors. Relatively few children have diagnosable mental disorders, and Adelman and Taylor suggest that complex classification systems that focus on “…personal pathology has skewed theory, research, practice, and public policy” (p. 11). Rather, mental health in schools should take a broader perspective and focus on the following:
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Huberty, T.J. (2012). School-Based Interventions. In: Anxiety and Depression in Children and Adolescents. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3110-7_12
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