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Position Statement on Interagency Collaboration to Support the Mental Health
Needs of Children and Families
The
National Association of School Psychologists is committed
to the development of partnerships between schools and other community
agencies to build coordinated, comprehensive systems to meet the educational
and mental health needs of children and their families. Children’s
mental health is strongly related to their academic performance (Adelman & Taylor,
2006a). Nevertheless, children with mental health problems are often unable
to receive the services that they need due to limited resources, limited
numbers of mental health providers, the vast numbers of children needing
services, and the lack of coordination between agencies (Fantuzzo, McWayne, & Bulotsky, 2003; U.S. Public Health Service, 2000). Collaboration
among agencies is essential in order to support the academic achievement
and healthy social-emotional development of children (Adelman & Taylor,
2006a, 2006b).
Through effective
collaborative efforts, schools and communities can design a continuum of
services that include prevention, early intervention, and treatment of
severe and chronic social and emotional problems. These coordinated and
comprehensive services are cost-effective and can improve service delivery,
avoid duplication, and provide for a continuum of service delivery options
(Flaherty et al., 1998). In addition, collaborative efforts improve working
relationships between schools and community mental health, juvenile justice,
and other child-serving agencies (Holden et al., 2003). Streamlined collaborative
services result in improved outcomes for children, their families, and
their communities including increased academic performance, improved attendance,
increased engagement in academic activities, fewer disruptions to the learning
environment, reduced social welfare and unemployment, and reduced need
for emergency and adult services (Adelman & Taylor,
2006a, 2006b).
Building Partnerships
a Key Role of the School Psychologist
Schools
and medical care facilities are the two most common providers of mental
health services to children and youth in the
U.S.
(Foster et al., 2005).
Given this lead role in the provision of mental health services, schools
represent the most logical focal point for coordinated service delivery. School psychologists are the primary mental
health service providers in many schools and are uniquely trained to help
bridge the gap between schools and community agencies. School psychologists
can act as the liaisons between schools and community-based programming or
social service agencies (NASP, 2003). With training in psychology, education,
and mental health, school psychologists can function as change agents who
use systems consultation and promotion of public policies to support the
education and mental health needs of children. School psychologists facilitate
communication and collaboration with students and school personnel, community
professionals, agencies, families, and schools, which result in positive
academic, behavioral, and mental health outcomes for children/youth. These
collaborative actions build on the role of the school psychologist within
the school. For example, within their own schools, school psychologists design
prevention programs, consult with teachers and school administrators to assist
in developing strategies that reduce the impact of social and behavioral
difficulties, and provide direct services through individual and group counseling
as well as case management. Together, these different actions help to create
a continuum of care of students.
School Psychologists as Facilitators
of Collaboration:
School psychologists
can foster collaborative relationships that facilitate the creation of
coordinated mental health services by engaging in the following activities:
- Working with community
agencies and parents to identify needs and available resources in the
community and at the school.
- Developing a working
relationship with practitioners in other child-serving community agencies
and with individual who provide mental health services to children and
their families.
- Attending and actively
participating in interagency teams already established in the community.
- Developing a common
vision for collaborative outcomes with community agency practitioners
and formulating a common philosophy of service delivery.
- Helping agencies
understand each community agency’s role and how each agency can expand
services to address gaps or eliminate duplication that may exist.
- Working with community
agencies to develop interagency agreements and procedures for managing
issues of confidentiality, professional ethics, and referral between
agencies.
- Developing clearly
defined goals for the collaborative effort such as increased student
attendance, decreased suspensions, and improved academic performance.
- Providing cross-agency
training by inviting agency personnel to participate in professional
development programs focused on implementing complimentary services and
effective collaboration.
- Inviting community
agency personnel to present information to the school staff regarding
the agencies’ services and accessing their resources.
- Providing information
to parents, school administrators, other agencies, and policy makers
about the training of school psychologists, and the mental health services
that they provide to children and their families.
- Working with professional
associations and other community agencies to promote local and state
policies and legislation that promote the mental health of children.
Collaboration
Support
NASP has a
vested interest in fostering professional collaboration and in promoting
the benefits of school-based services and programs, both in the workplace
and in the policy arena. NASP will provide assistance and support to school
psychologists in obtaining the resources necessary to effectively facilitate
collaborative efforts. To further encourage collaborative partnerships,
NASP requests other child-serving providers and organizations to join in
efforts to establish working relationships that enhance service delivery
and to address children’s needs. The goal of collaborative relationships
among schools, agencies and parents is to create a comprehensive and integrated
system to support the mental health needs of children.
Summary
School psychologists
can play a lead role in developing broad community supports that address
the academic, social, emotional, and mental health needs of children and
their families. Building partnerships will take an ongoing commitment to
develop communication, work together to plan services and educational programming,
and overcome barriers with diverse agencies. However, the continued development
of a systemic network for children and families that can address a greater
level of need and reduce the strain on any one institution should be a
goal of school psychology practitioners.
References
Adelman, H. S., & Taylor,
L. (2006a). The school leader’s guide to student learning supports:
New directions for addressing barriers to learning. Thousand
Oaks, CA: Corwin Press.
Adelman, H. S., & Taylor,
L. (2006b). The implementation guide to student learning supports in
the classroom and schoolwide: New directions
for addressing barriers to learning. Thousand Oaks, CA: Corwin Press.
Center for Effective Collaboration and Practice. (1998). The Role
of Education in a System of Care: Effectively Serving Children with Emotional
or Behavioral Disorders, Volume III. Washington, DC: American Institutes
for Research.
Fantuzzo, J., McWayne, C., & Bulotsky, R.
(2003). Forging
strategic partnerships to advance mental health science and practice
for vulnerable children. School
Psychology Review, 32, 17-37.
Flaherty,
L. T., Garrison, E. G., Waxman, R., Uris, P. F., Keys, S. G., Glass-Siegel,
M.,
& Weist, M. D. (1998). Optimizing
the roles of school mental health professionals. Journal of School
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Foster, S., Rollefson, M, Doksum, T., Noonan,
D., Robinson, G., & Teich, J. (2005). School
mental health services in the United States, 2002-2003. DHHS
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Services, Substance Abuse and Mental Health Services Administration.
Holden, E. W., Santiago, R. L., Manteuffel, B. A., Stephens, R. L., Brannan, A. M., Soler, R., Liao, Q., Brashears,
F., & Zaro, S. (2003). Systems of care demonstration
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Nastasi, B.
K., Moore, R. B., & Varjas, K. M. (2004). School-based mental
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Association.
U.S.
Public
Health Service (2000). Report of the surgeon general’s
conference on children’s mental health: a national agenda. Washington, DC: Author.
Approved by NASP Delegate Assembly, July 2006