Comprehensive Children's Mental Health Services in Schools and Communities
A Public Health Problem-Solving Model
Routledge – 2012 – 187 pages
Series: School-Based Practice in Action
Despite the growing emphasis on a population-based training and service delivery model for school psychology, few resources exist to provide guidance concerning how such services might be conceptualized and put into place. In this book, the authors propose a public health model for comprehensive children’s mental health services that expands, rather than replaces, the traditional model of school psychology. The background and theoretical perspective for this public health model are discussed as an important way to solve problems and accomplish goals in schools, after which the authors outline and develop a clear, practical procedure for implementing and evaluating programs based on public health ideas. A case study in one elementary school walks readers through the stages of applying a public health model, detailing the key steps of each stage. Finally, the authors consider the changes to the role of school psychologist that will be required to practice a public health problem-solving model. An accompanying CD contains sample forms, handouts, and other valuable materials that will be of use to school psychologists implementing this public health model in their schools.
"In this book, Hess, Short, and Hazel provide answers to questions that have plagued the field of school psychology for decades, regarding how to expand psychological services in schools to address population needs. It fills an important niche for those interested in adopting a public health approach to school-based mental health services and for school psychologists interested in broad-based service delivery." - Bonnie K. Nastasi, PhD, Associate Professor, Tulane University
"School psychologists will recognize themselves in the familiar descriptions of consultation, collaboration, and data-based problem solving, and they will appreciate the book’s concise and effective explanations of less familiar topics including applied epidemiology and practice-guiding logic models. Ultimately, the invaluable contribution of the book is weaving together these familiar and unfamiliar topics into a potent image of what school mental health practice can become: a practice that embeds mental health supports into the daily lives of children in our communities. Readers will understand the power of this vision and will be convinced that they possess the skills to realize it." - Beth J. Doll, EdD, Professor and Director, School Psychology Program, University of Nebraska - Lincoln.
Part I: Introduction to Part I: Reconceptualizing Our Work. Intersection of Public Health, Children’s Mental Health and School Psychology. The Continuum of Services with a Public Health Model. Building Capacity through Collaboration and Coalitions. Part II: Introduction to Part II: Public Health Problem-Solving Model. Problem Identification through Applied Epidemiology. Problem Analysis of Risk and Protective Factors. Defining Risk and Protective Factors in Child/Environment Interactions. Ecological Plan Implementation. Monitoring and Evaluation of Outcomes. Part III: Introduction to Part III: From Concept to Action. Case Study in Public Health Problem-Solving. Changing Role of School Psychologists. Sustaining Change in a Public Health Problem-Solving Model.
Robyn S. Hess, PhD, is a Professor and Chair of the Department of School Psychology at the University of Northern Colorado.
Rick Jay Short, PhD, is the Dean of the School of Human Sciences and Humanities at University of Houston – Clear Lake.
Cynthia E. Hazel, PhD, is an Associate Professor and Program Coordinator of the Child, Family, and School Psychology Program at the University of Denver.