title: Collaboration for child adjustment: issues for school- and clinic-based child psychologists.
abstract: Therapeutic gains for children may be maximized if the important systems serving their mental health needs develop sophisticated collaborative relationships. School- and clinic-based psychologists may overlook important ways in which they can cooperate. School-based psychologists may not be aware of how to extend or support the therapeutic interventions suggested by other psychologists. Clinic-based child therapists may lack a full understanding of both the promise of school-based programs and the constraints under which schools operate. Collaborative efforts between clinic- and school-based practitioners may increase ecologically valid treatment options. This article explores both the gains and the potential pitfalls that may arise when school- and clinic-based practitioners work together.
authors.affiliation: U Nebraska, Lincoln.
authors.forename: Jane Close
authors.initials: JC
authors.lastname: Conoley
authors.forename: Collie W
authors.initials: CW
authors.lastname: Conoley
mesh_terms: D000342:Affective Symptoms / Q000523:psychology* / Q000628:therapy*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology* / Q000628:therapy*; D005196:Family Therapy / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy*; D010348:Patient Care Team; D011613:Psychotherapy / Q000379:methods*; D012931:Social Environment