Volume 32, Issue 4 (2003)
Commentary: New Models for School-Based Mental Health Services
Karen L. Bierman
The potential of school-based delivery systems to dramatically improve access to and positive impact of mental health prevention and intervention services cannot be underestimated(Hoagwood & Erwin, 1997). Particularly when they involve coordinated collaboration with community-based agencies and stakeholders,school-based delivery systems can provide the backbone for accessible services that are integrated across the developmental spectrum from preschool through adolescence, and that span the continuum of service need, from mental health promotion and risk reduction to intensive intervention (Weissberg & Greenberg,1998). As noted by Atkins and his colleagues(Atkins, Graczyk, Frazier, & Abdul-Adil,2003), however, this potential cannot be realized without innovative models for school-based delivery system design and programmatic evaluation research.
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