Toward ending the marginalization and fragmentation of mental health in schools.
For efforts to address mental health and psychosocial concerns in schools to be effective, practices must not be marginalized and must be implemented cohesively at each school and among families of schools. Mechanisms and processes must be established to minimize marginalized and fragmented practice, weave together school and community resources, and develop comprehensive and multifaceted approaches. A school-based, resource-oriented team represents one key mechanism. In addition, schools working in the same neighborhoods and with the same families can use a collaborative council to coordinate school and community resources. Resource team and collaborative council functions include mapping, analyzing, and redeploying existing resources, and formulating plans for evolving a comprehensive, multifaceted continuum of school-community interventions to address barriers to student learning and promote healthy development.
Taylor
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Center for Mental Health in Schools, UCLA, Dept. of Psychology 90095-1563, USA.
Adelman
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HS
D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D008282:Mainstreaming, Education / Q000458:organization & administration*; D008297:Male; D008603:Mental Health; D011050:Policy Making; D016730:Program Development; D015397:Program Evaluation; D012572:School Health Services / Q000458:organization & administration* / Q000592:standards; D012680:Sensitivity and Specificity; D014481:United States