Toward collaboration in the growing education–mental health interface
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:
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Learn about laws (e.g., IDEA), policies and procedures for special education.
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Make a concerted effort to understand the school culture.
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Develop working relationships and friendships with teachers and administrators.
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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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Youth Depression in School Settings: Assessment, Interventions, and Prevention
2019, Child and Adolescent Psychiatric Clinics of North AmericaCitation Excerpt :Second, recognition of the human motivation, specifically the motives and concerns that may hinder promotion of depression awareness in schools, is imperative. In order to make an intervention, it is important for a mental health provider to use their understanding of staff motivation to collaborate and align with multiple professionals who have different but potentially overlapping goals.24 Last, a consultant should support the staff in generating responses to difficult events or situations.
School-Based Suicide Prevention. Content, Process, and the Role of Trusted Adults and Peers
2015, Child and Adolescent Psychiatric Clinics of North AmericaCitation Excerpt :Future research in this area must produce recommendations that will add to a growing evidence base that highlights the crucial roles that adolescent peers (with adult mentoring) can play in improving knowledge, changing attitudes, decreasing stigma, and enhancing the coping of teens with depression or other conditions that can increase the risk of suicidal behaviors. Before introducing a suicide prevention program or curriculum, mental health providers would be wise to be mindful of seminal work in this area, which offers guidance on nurturing working relationships and building (and maintaining) trust with school staff and administrators,71–74 especially in the face of such tragic events as a suicide of someone in the school community. Bostic and Rauch’s 3R’s of school consultation model71 include the relationships that need to be cultivated and fostered, the recognition of human motivation during an important or sensitive time, and the responses to challenges.