Skip to main content

Advertisement

SpringerLink
Log in

Step-Up: Promoting Youth Mental Health and Development in Inner-City High Schools

  • Original Paper
  • Published:
Clinical Social Work Journal Aims and scope Submit manuscript

Abstract

African American and Latino youth who reside in inner-city communities are at heightened risk for compromised mental health, as their neighborhoods are too often associated with serious stressors, including elevated rates of poverty, substance abuse, community violence, as well as scarce youth-supportive resources, and mental health care options. Many aspects of disadvantaged urban contexts have the potential to thwart successful youth development. Adolescents with elevated mental health needs may experience impaired judgment, poor problem-solving skills, and conflictual interpersonal relationships, resulting in unsafe sexual behavior and drug use. However, mental health services are frequently avoided by urban adolescents who could gain substantial benefit from care. Thus, the development of culturally sensitive, contextually relevant and effective services for urban, low-income African American and Latino adolescents is critical. Given the complexity of the mental health and social needs of urban youth, novel approaches to service delivery may need to consider individual (i.e., motivation to succeed in the future), family (i.e., adult support within and outside of the family), and community-level (i.e., work and school opportunities) clinical components. Step-Up, a high school-based mental health service delivery model has been developed to bolster key family, youth and school processes related to youth mental health and positive youth development. Step-Up (1) intervenes with urban minority adolescents across inner-city ecological domains; (2) addresses multiple levels (school, family and community) in order to target youth mental health difficulties; and (3) provides opportunities for increasing youth social problem-solving and life skills. Further, Step-Up integrates existing theory-driven, evidence-based interventions. This article describes Step-Up clinical goals, theoretical influences, as well as components and key features, and presents preliminary data on youth engagement for two cohorts of students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Angold, A., & Costello, E. J. (2001). The epidemiology of depression in children and adolescents (2nd ed.). New York, NY: Cambridge University Press.

    Google Scholar 

  • Atkins, M. S., Frazier, S. L., Birman, D., Adil, J. A., Jackson, M., Graczyk, P.A., et al. (2006).School-based mental health services for children living in high poverty urban communities. Administration and Policy in Mental Health and Mental Health Services Research, 33(2), 146–159.

    Google Scholar 

  • Bauman, L. J., & Germann, S. (2005). Psychosocial impact of the HIV/AIDS epidemic on children and youth. In J. Williamson (Ed.), A generation at risk: The global impact of HIV/AIDS on orphans and vulnerable children (pp. 93–133). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Bell, C. C., & Jenkins, E. J. (1993). Community violence and children on Chicago’s south side. Psychiatry: Interpersonal and Biological Processes, 56(1), 46–54.

    Google Scholar 

  • Black, M. M., & Krishnakumar, A. (1998). Children in low-income, urban settings: Interventions to promote mental health and well-being. American Psychologist, 53, 635–647.

    Article  PubMed  Google Scholar 

  • Bradley, G. M., Couchman, G. M., Perlesz, A., Nguyen, A. T., Singh, B., & Riess, C. (2006). Multiple-family group treatment for English- and Vietnamese-speaking families living with schizophrenia. Psychiatric Services, 57(4), 521–530.

    Article  PubMed  Google Scholar 

  • Broussard, A. (2003). Facilitating home-school partnerships for multiethnic families: School social workers collaborating for success. Children and Schools, 25(4), 211–222.

    Article  Google Scholar 

  • Capaldi, D. M., Stoolmiller, M., Clark, S., & Owen, L. D. (2002). Heterosexual risk behaviors in at-risk young men from early adolescence to young adulthood: Prevalence, prediction, and association with STD contraction. Developmental Psychology, 38(3), 394–406.

    Article  PubMed  Google Scholar 

  • Cavaleri, M. A., Hoagwood, K. E., & McKay, M. M. (2009). Examining the Implementation of the clinic plus initiative. Prepared for New York State Office of Mental Health. Unpublished manuscript.

  • Chien, W., & Chan, S. W. C. (2004). One-year follow-up of a multiple-family-group intervention for Chinese families of patients with schizophrenia. Psychiatric Services, 55(11), 1276–1284.

    Article  PubMed  Google Scholar 

  • Damon, W. (2004). What is positive youth development? Annals of the American Academy of Political and Social Science, 591, 13–24.

    Article  Google Scholar 

  • Davey, T. T. L. (2004). A community-based multiple family group intervention for sheltered families. Journal of Human Behavior in the Social Environment, 9(1), 129–146.

    Article  Google Scholar 

  • Durlak, J. A., Taylor, R. D., Kawashima, K., Pachan, M. K., DuPre, E. P., Celio, C. I., et al. (2007). Effects of positive youth development programs on school, family, and community systems. American Journal of Community Psychology, 39, 269–286.

    Article  PubMed  Google Scholar 

  • Eccles, J., & Roeser, R. (2009). Schools, academic motivation and change: environment fit. Hoboken. In R. Lerner (Ed.), Handbook of adolescent psychology volume one: individual basis of adolescent development (pp. 404–434). Hoboken, NJ: Wiley.

    Google Scholar 

  • Epstein, J. L. (2009). School, family, and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

  • Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59, 77–92.

    Article  PubMed  Google Scholar 

  • Ewart, C. K. (1991). Social action theory for a public health psychology. American Psychologist, 46(9), 931–946.

    Article  PubMed  Google Scholar 

  • Frazier, S. L., Cappella, S., & Atkins, M. S. (2007). Linking mental health and after school systems for children in urban poverty: preventing problems, promoting possibilities. Administration and Policy in Mental Health and Mental Health Services Research, 34(4), 389–399.

    Article  PubMed  Google Scholar 

  • Gopalan, G., Goldstein, L., Klingenstein, K., Sicher, C., & McKay, M. (2010). Engaging families into child mental health treatment: Updates and special considerations. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 19(3), 182–196.

    PubMed  Google Scholar 

  • Gorman-Smith, D., Tolan, P. H., & Henry, D. (1999). The relation of community and family to risk among urban poor adolescents. In P. Cohen, L. Robins, & C. Slomkowski (Eds.), Where and when: Influence of historical time and place on aspects of psychopathology (pp. 349–367). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Gorman-Smith, D., Tolan, P., & Henry, D. (2007). Schools and families educating children: A preventive intervention for early elementary school children. In P. Tolan, J. Szapocznik, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 113–135). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Hazel, N. N. A. (2004). Impact of multiple-family groups for outpatients with schizophrenia on caregivers’ distress and resources. Psychiatric Services (Washington, DC), 55(1), 35–41.

    Google Scholar 

  • Hernandez, D. J. (2004). Demographic change and the life circumstances of immigrant families. The Future of Children, 14(2), 17–47.

    Article  Google Scholar 

  • Hess, L. E., & Atkins, M. S. (1998). Victims and aggressors at school: Teacher, self, and peer perceptions of psychosocial functioning. Applied Developmental Science, 2(2), 75–89.

    Article  Google Scholar 

  • Hill, J. (2001). Biosocial influences on antisocial behaviors in childhood and adolescence. In J. Hill & B. Maughan (Eds.), Conduct disorders in childhood and adolescence (pp. 103–125). New York: Cambridge University Press.

    Google Scholar 

  • Houck, C. D., Lescano, C. M., Brown, L. K., et al. (2006). “Islands of risk”: Subgroups of adolescents at risk for HIV. Journal of Pediatric Psychology, 31(6), 619–629.

    Article  PubMed  Google Scholar 

  • James, D.W., & Partee, G. (2005). No more islands: family involvement in 27 school and youth programs. Retrieved from http://www.aypf.org/publications/nomoreisle/index.htm.

  • Levy, J. E., & Shepardson, W. (1992). A look at current school-linked service efforts. School Linked Services, 2(1), 44–55.

    Google Scholar 

  • Logan, D. E., & King, C. A. (2001). Parental facilitation of adolescent mental health services utilization: A conceptual and empirical review. Clinical Psychology: Science and Practice, 8(3), 319–333.

    Article  Google Scholar 

  • Madison, S. M., McKay, M. M., Paikoff, R., & Bell, C. C. (2000). Basic research and community collaboration: Necessary ingredients for the development of a family-based HIV prevention program. AIDS Education and Prevention, 12(4), 281–298.

    PubMed  Google Scholar 

  • Malti, T., & Noam, G. (2008). The hidden crisis in mental health and education: The gap between student needs and existing supports. New Directions for Youth Development, 120, 13–29.

    Article  PubMed  Google Scholar 

  • Masten, A. S., Burt, K. B., Roisman, G. I., Obradovic, J., Long, J. D., & Tellegen, A. (2004). Resources and resilience in the transition to adulthood: Continuity and change. Development and Psychopathology, 16(4), 1071–1094.

    Article  PubMed  Google Scholar 

  • McDonell, M. G. (2004). Multiple-family group treatment as an effective intervention for children with psychological disorders. Clinical Psychology Review, 24(6), 685.

    Article  PubMed  Google Scholar 

  • McKay, M., & Bannon, W. M. (2004). Engaging families in child mental health services. Child Adolescent Psychiatric Clinic of North America, 13(4), 905–921.

    Article  Google Scholar 

  • McKay, M., Baptiste, D., Coleman, D., Madison, S., McKinney, L., & CHAMP Collaborative Board. (2004). Preventing HIV risk exposure in urban communities: The CHAMP family program. In W. Pequegnat & J. Szapocznik (Eds.), Working with families in the era of HIV/AIDS. California: Sage Publications.

    Google Scholar 

  • McKay, M., Baptiste, D., Coleman, D., Madison, S., Paikoff, R., & Scott, R. (2000). Preventing HIV risk exposure in urban communities: The CHAMP family program. In W. Pequegnat & J. Szapocznik (Eds.), Working with families in the era of HIV/AIDS. California: Sage Publications.

    Google Scholar 

  • McKay, M. M., & Gopalan, G. (2009). Project STEP-UP: Summary of ongoing evaluation No. Annual report submitted to the Robinhood Foundation in April, 2009.

  • McKay, M. M., Gopalan, G., Franco, L. M., Kalogerogiannis, K. N., Olshtain-Mann, O., Bannon, W., et al. (2010). It takes a village to deliver and test child and family-focused services. Research in Social Work Practice, 20(5), 476–482.

    Google Scholar 

  • McKay, M. M., McCadam, K., & Gonzales, J. (1996). Addressing the barriers to mental health services for inner city children and their caretakers. Community Mental Health Journal, 32(4), 353–361.

    Article  PubMed  Google Scholar 

  • McKay, M. M., Stoewe, J., McCadam, K., & Gonzales, J. (1998). Increasing access to child mental health services for urban children and their caregivers. Health and Social Work, 23(1), 9–15.

    Article  PubMed  Google Scholar 

  • Murphy, D. A., Moscicki, B. A., Vermund, S. H., & Muenz, L. R. (2000). Psychological distress among HIV+ adolescents in the REACH study: Effects of life stress, social support, and coping. Journal of Adolescent Health, 27(6), 391–398.

    Article  PubMed  Google Scholar 

  • Murray, C., & Malmgren, K. (2005). Implementing a teacher–student relationship program in a high-poverty urban school: effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137–152.

    Article  Google Scholar 

  • Page-Adams, D., & Sherraden, M. (1997). Asset building as a community revitalization strategy. Social Work, 42(5), 423–434.

    Article  Google Scholar 

  • Perrino, T., Coatsworth, J. D., Briones, E., Pantin, H., & Szapocznik, J. (2001). Initial engagement to parent-centered prevention interventions: a family systems perspective. Journal of Primary Prevention, 22, 21–44.

    Article  Google Scholar 

  • Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students. New Directions for Youth Development, 2009(121), 33–46.

    Article  Google Scholar 

  • Quinn, W. H., & Van Dyke, D. J. (2004). A multiple family group intervention for first-time juvenile offenders: Comparisons with probation and dropouts on recidivism. Journal of Community Psychology, 32(2), 177–200.

    Article  Google Scholar 

  • Quinton, D., Pickles, A., Maughan, B., & Rutter, M. (1993). Partners, peers, and pathways: Assortative pairing and continuities in conduct disorder. Development and Psychopathology, 5, 763–783.

    Article  Google Scholar 

  • Reinherz, H. Z., Giaconia, R. M., Paradis, A. D., Novero, C., & Kerrigan, M. K. (2008). Health-promoting influences of the family on late adolescent functioning. Child and Adolescent Social Work Journal, 25(6), 517–530.

    Article  Google Scholar 

  • Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School as a context of social-emotional development: a summary of research findings. Elementary School Journal, 160, 443–471.

    Article  Google Scholar 

  • Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.

    Article  PubMed  Google Scholar 

  • Rutter, M. (1996). Transitions and turning points in developmental psychopathology: As applied to the age span between childhood and mid-adulthood. International Journal of Behavioral Development, 19, 603–626.

    Google Scholar 

  • Rutter, M., & Quinton, D. (1984). Parental psychiatric disorder: Effects on children. Psychological Medicine, 14, 853–880.

    Article  PubMed  Google Scholar 

  • Schwarz, S. W. (2009) Adolescent mental health in the United States (fact sheet). Retrieved from http://www.nccp.org/publications/pdf/text_878.pdf.

  • Sherraden, M. (1990). Stakeholding: Notes in theory of welfare based on assets. Social Service Review, 64(4), 580–601.

    Article  Google Scholar 

  • Sherraden, M. (1991). Assets and the poor: A new American welfare policy. Armonk, NY: M.E. Sharpe.

    Google Scholar 

  • Spoth, R. L., Kavanagh, K. A., & Dishion, T. J. (2002). Family-centered preventive intervention science: Toward benefits to larger populations of children, youth, and families. Prevention Science, 3(3), 145–152.

    Article  PubMed  Google Scholar 

  • Ssewamala, F. M. (2005). Children development accounts in Africa: A pilot study. Research Report no 05-36. Washington University, Center for Social Development, St Louis.

  • Stephan, S. H., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). Transformation of children’s mental health services: The role of school mental health. Psychiatric Services, 58(10), 1330–1338.

    Article  PubMed  Google Scholar 

  • Taylor, J., & Turner, R. J. (2001). A longitudinal study of the role and significance of mattering to others for depressive symptoms. Journal of Health and Social Behavior, 42(3), 310–325.

    Article  PubMed  Google Scholar 

  • Terrion, J. L. (2006). Building social capital in vulnerable families: Success markers of a school- based intervention program. Youth and Society, 38(2), 155–176.

    Article  Google Scholar 

  • Tolan, P. H., & Dodge, K. A. (2005). Children’s mental health as a primary care and concern: A system for comprehensive support and service. American Psychologist, 60(6), 601–614.

    Article  PubMed  Google Scholar 

  • Tolan P. H., Guerra N. G., & Kendall P. C. (1995). A developmental-ecological perspective on antisocial behavior in children and adolescents: Toward a unified risk and intervention framework Journal of Consulting and Clinical Psychology, 63(4), 579–584.

    Google Scholar 

  • Tolan, P. H., & Henry, D. (1996). Patterns of psychopathology among urban poor children: Comorbidity and aggression effects. Journal of Consulting and Clinical Psychology, 64, 1094–1099.

    Article  PubMed  Google Scholar 

  • Tubman, J. G., Gil, A. G., Wagner, E. F., & Artigues, H. (2003). Patterns of sexual risk behaviors and psychiatric disorders in a community sample of young adults. Journal of Behavioral Medicine, 26(5), 473–500.

    Article  PubMed  Google Scholar 

  • Weist, M. D., Acosta, O. M., & Youngstrom, E. A. (2001). Predictors of violence exposure among inner-city youth. Journal of Clinical Child Psychology, 30, 187–198.

    Article  PubMed  Google Scholar 

  • Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Yadama, G. N., & Sherraden, M. (1996). Effects of assets on attitudes and behaviors: Advance test of a social policy proposal. Social Work Research, 20(1), 3–11.

    Google Scholar 

  • Youngblade, L. M., Theokas, C., Schulenberg, J., Curry, L., Huang, I. C., & Novak, M. (2007). Risk and promotive factors in families, schools, and communities: A contextual model of positive youth development in adolescence. Pediatrics, 119(1), S47–S53.

    Article  PubMed  Google Scholar 

  • Zhan, M., & Sherraden, M. (2003). Assets, expectations, and children’s educational achievement in female-headed households. Social Service Review, 77(2), 191–211.

    Article  Google Scholar 

  • Zins, J., Weissberg, R., Wang, M., & Walberg, H. (2004). Building academic success on social and emotional learning: What does the research say?. New York, NY: Teachers College Press.

    Google Scholar 

Download references

Acknowledgments

The project described was supported by the Robinhood Foundation, funding awarded to Mary McKay, Director, as well as by Award Number F32MH090614 (Salary support only) from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.

Author information

Authors and Affiliations

  1. Department of Psychiatry, Mount Sinai School of Medicine, One Gustave L. Levy Place, Box 1230, New York, NY, 10029, USA

    Stacey Alicea, Gisselle Pardo, Kelly Conover, Geetha Gopalan & Mary McKay

Authors
  1. Stacey Alicea
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gisselle Pardo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kelly Conover
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Geetha Gopalan
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Mary McKay
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stacey Alicea.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Alicea, S., Pardo, G., Conover, K. et al. Step-Up: Promoting Youth Mental Health and Development in Inner-City High Schools. Clin Soc Work J 40, 175–186 (2012). https://doi.org/10.1007/s10615-011-0344-3

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10615-011-0344-3

Keywords

Search

Navigation