School Mental Health Program

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. 

Ambrbse, M. G., Weist, M. D., Schaeffer, G., Nabors, L. A., Hill, S. (in press). In M. Weist, H. Ghuman, R, Sarles (Eds.), Improving the quality and measuring the impact of a school mental health program. Ill Providing mental health services to youth where they are School and other community-based approaches. New York Taylor Francis. 

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. 

Overcoming the Challenges of Funding School Mental Health Programs... 

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. 

Most importantly, mental health services should not be isolated from other parts of the school or community rather they should be an integral part of the fabric of the community school. Mental health programs should be developed firom a common philosophical, professional, and procedural framework shared by all collaborating partners. Context also is crucial, with needs assessment and evaluation data driving the planning process. This includes mapping all available resources to deal with documented needs. 

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. 

The following section presents examples of state and local efforts that involve systems and stakeholders joining together in collaborative efforts to advance mental health programs in schools. The two examples help to demonstrate how school mental health programs can outreach to key stakeholders and involve them in program development, implementation, and improvement. 

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