Expanded school mental health programs

Tashman, N. A., Weist, M. D., Acosta, O. M Bickham, N. L., Grady, M., Nabors, L. A., Waxman, R. (2000). Toward the integration of prevention research and expanded school mental health programs. Children s Services Social Policy, Research, and Practice, 2, 95-115. 

Weist, M. D Christodulu, K. V. (2000). Expanded school mental health programs Advancing reform and closing the gap between research and practice. Journal of School Health, 70(5), 195-200. Weisz, J. R., Weiss, B. (1993). Effects of psychotherapy with children and adolescents. Newbury Park, CA Sage. 

Expanded School Mental Health Programs in Baltimore... 

Center for School Mental Health Assistance (2000). Issue brief Involvement of expanded school mental health programs in the State Children s Health Insurance program (CHIP). Baltimore, MD University of Maryland School of Medicine. 

This chapter seeks to characterize and define best practices of family involvement in expanded school mental health programs. Barriers to care and strategies for the development of a framework for integrating families into their children s care will be presented. The chapter addresses unique aspects of family involvement within a school-based mental health program, presents model examples of family involvement, and describes training issues for clinicians and for successful partnerships. Finally, we explore future directions for the field and make recommendations for next steps. 

In an effort to explore clinicians perspectives of family involvement in expanded school mental health programs, clinicians from the University of Maryland... 

AN EXAMPLE OF FAMILY INVOLVEMENT IN AN EXPANDED SCHOOL MENTAL HEALTH PROGRAM... 

Table 1. Summary Recommendations for Clinicians in Expanded School Mental Health Programs to Promote Family Involvement...

Weist, M. D., Sander, M. A., Link, B Carrillo, K. (2001, November). Developing principles for expanded school mental health programs. Workshop presented at the meeting of the American School Health Association, Albuquerque, NM. 

An important impact of sbhcs has been increased awareness about the mental health needs of youth. As sbhcs become established, mental health issues quickly become the number one or two source of referrals, and staff may feel overwhelmed in their attempt to respond to this significant need (Dryfoos, 1999 Flaherty, Weist, Warner, 1996). This awareness has led to advocacy by leaders in health and education sectors for the advancement of expanded school mental health programs (Weist, 1997,1999), as reviewed in other chapters in this book. 

In many ways the ideal arrangement is when an expanded school mental health program operates out of a school-based health center. This partnership promotes a coordinated approach to student health and mental health issues, helps to... 

Identifying the role of expanded school mental health programs in local systems of care and improving communication and collaboration between each service site. 

The ethical principles of professional organizations are often incorporated into the licensing and practice laws of individual states (Baird, 1999). The purpose of such laws is to protect the welfare of persons seeking mental health services. Mental health practitioners who violate the law risk loss of licensure, civil action, and possible criminal prosecution (Bennett et al., 1990 Swenson, 1993). Therefore, it is imperative that practitioners know the current federal and state statutes and case laws (e.g., minor consent laws) in both mental health and education. Unfortunately, the ethical principles of mental health professionals are not typically integrated into local school board policies thus, providers will need to keep abreast of these regulations as well. It will be particularly important for expanded school mental health programs to clarify, in writing, which policies will and will not apply to their mental health clinician. 

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