Child and Adolescent Service System Program

The advancement of reforms in systems of child and adolescent mental health and education, such as the Child and Adolescent Service System Program (cassp Day Roberts, 1991 Hodges, Nesman, Hernandez, 1998) and revisions and improvements to the Individuals with Disabilities Education Act (Douglas, 1998 Tirozzi Uro, 1997). 

Collaborate with Everyone Involved with Child. Based on the foundations established by the Child and Adolescent Service System Program (cassp) principles (Day Roberts, 1991), team and individual meetings are used to establish consensus on goals and treatment. Collaborative services are therefore child centered, family focused, community based, culturally competent, and least restrictive/least intrusive. 

Day, C., Roberts, M, C. (1991). Activities of the child and adolescent service system program for improving mental health services for children and families. Journal of Clinical Child Psychology, 20, 340-350. 

CCMHP is the current federal program providing coordinated, community-based, family-centered, cultmally competent, accessible, and least restrictive services for children and adolescents with serious emotional, behavioral, or mental disorders accompanied by functional impairment. Development of these systems of care is based on the premise that the mental health needs of children, adolescents, and their families can be met in their home, school, and community environments (Substance Abuse and Mental Health Services Administration, 1999). A variety of community agencies are involved, including mental health, child welfare, education, and juvenile justice. Funded service systems are tailored to the needs of individual children and adolescents and include evaluation and diagnosis. 

CASSP advocated for interagency coordination among child- and family-serving agencies in the provision of services for children and adolescents with sed. Many children are involved with various mental health providers, receive mentoring, attend after-school or summer school programs, receive alternative educational or residential placements, are involved with the juvenile justice system, etc. If youth are to achieve the most positive outcomes possible, especially children with more serious problems, clinicians—school-based or not— will need to collaborate actively with family members and other service providers. 

---