Closing the gap in school mental health: A community-centered model for school psychology

Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly em...

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Bibliographic Details
Published in:Psychology in the schools 2011-04, Vol.48 (4), p.385-399
Main Authors: Splett, Joni Williams, Maras, Melissa A.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Counselor Role
Educational Opportunities
Evidence based medicine
Health Needs
Health Services
Medical sciences
Mental Health
Mental health services
Organization of mental health. Health systems
Professional Development
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
School Psychologists
School Psychology
Social psychiatry. Ethnopsychiatry
Unmet needs
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Summary:Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence‐based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence‐based practices through professional development opportunities and published literature. Despite these efforts, evidence‐based practices are not implemented as widely or as effectively as intended. This article describes a community‐centered (CC) model for closing the research‐to‐practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. © 2011 Wiley Periodicals, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20561