Toward collaboration in the growing education–mental health interface

doi:10.1016/S0272-7358(98)00072-5

Clinical Psychology Review

Volume 19, Issue 2, March 1999, Pages 239-253

https://doi.org/10.1016/S0272-7358(98)00072-5 Get rights and content

Abstract

Expanded school mental health (ESMH) programs involve the provision of comprehensive mental health services for youth in schools, including assessment, intervention, prevention, and consultation. Related to increased awareness of the benefits of these programs, and growing disenchantment with traditional forms of mental health service delivery for children, ESMH programs are growing rapidly in the United States. Coinciding with the growth of these programs is a developing interface between and among education and mental health professionals in schools. In this interface, there is an increasing need for real collaboration; however, associated with differences in professional training, language, and expectations, and related to “turf,” such collaboration is often an elusive prospect. In this article, we review historical trends that provide background to the growing education–mental health interface in schools. We discuss tensions that arise between staff of various disciplines when ESMH programs are developed, and provide recommendations on strategies to develop truly collaborative approaches to the provision of comprehensive mental health services in schools.

Section snippets

Tensions between educational and mental health staff: an historical overview

As ESMH programs are developing around the country, there is increasing interaction in schools between and among education and mental health professionals. In this interface, a variety of tensions have surfaced, which have served to inhibit interdisciplinary interaction and the effective integration of education and mental health programs (Sedlak, 1997). Historical trends in education and community mental health are relevant to current tensions, and these are reviewed in the following.

Mental

Tensions between and among education and mental health staff

Differences in training, job responsibilities, expectations of children, language, communication, and standards of confidentiality consistently contribute to tension between educational and mental health professionals. When dealing with students with personal and family problems, teachers’ and mental health professionals’ perspectives are not necessarily contiguous Johnston 1990, Ritter 1989. Teachers are trained to set educational objectives and are held responsible for ensuring that the

Strategies to bridge cultures and address tensions

In their survey of 50 Florida school districts, Osterloh and Koorland (1997) reported on a number of recommendations by school administrators for mental health professionals to function more effectively in schools. Among these recommendations:

1.
Learn about laws (e.g., IDEA), policies and procedures for special education.
2.
Make a concerted effort to understand the school culture.
3.
Develop working relationships and friendships with teachers and administrators.
4.
Schedule regular times to meet with

Concluding comments

As reform moves forward in education and in child mental health services, ESMH programs are receiving increasing attention and showing increasing growth. Furthering the growth of these programs is beginning evidence that they are indeed effective in leading to improved outcomes for students and schools (see Durlak 1995, Illback, Kalafat, & Sanders 1997, Weist, Paskewitz, Warner, & Flaherty 1996). However, tensions between education and mental health staff, and among mental health providers of

Acknowledgements

Supported in part by project no. MCJ24SH02-01-0 from the Office of Adolescent Health, Maternal and Child Health Bureau (Title V, Social Security Act), Health Resources and Services Administration, Department of Health and Human Services.

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Toward collaboration in the growing education–mental health interface

Abstract

Section snippets

Tensions between educational and mental health staff: an historical overview

Tensions between and among education and mental health staff

Strategies to bridge cultures and address tensions

Concluding comments

Acknowledgements

Clinical Psychology Review

Clinical Psychology Review

Clinical Psychology Review

Journal of the American Academy of Child and Adolescent Psychiatry

School-based mental healthToward a comprehensive approach

Journal of Mental Health Administration

Language and rapport in cognitive-behavioral therapy with African-American teenagers

The Behavior Therapist

The principles of preventive psychiatry

Equality of educational opportunity

Collaboration for child adjustmentIssues for school- and clinic-based psychologists

Journal of Consulting and Clinical Psychology

Activities of the Children and Adolescent Service System Program for improving mental health services for children and families

Journal of Clinical Child Psychology

The new IDEA and opportunities for school mental health

Full service schools

School-based prevention programs for children and adolescents

Primary prevention as health and social competence promotion

The Journal of Primary Prevention

School-based mental health services in the United StatesHistory, current models and needs

Community Mental Health Journal

Bridging the gapEducation and mental health

School social workers, counselors, and psychologists in collaborationA shared agenda

Social Work in Education

Model mental health programs and educational reformIntroduction

American Journal of Orthopsychiatry

Evaluating integrated service programs

InequalityA reassessment of the effect of family and schooling in America

School consultationThe training needs of teachers and school psychologists

Psychology in the Schools

Back to schoolTraining opportunities in school-based health centers

Journal of Developmental and Behavioral Pediatrics