January2002

How have communities used clinicians for providing services in schools?

There are a variety of ways that mental health clinicians and behavior therapists have been utilized in schools. Our graduated grant communities provide several good examples. Both East Baltimore Mental Health Partnership and the South Philadelphia Family Partnership have integrated clinicians directly into their schools to work with students, their families, and teachers and administrators. Two sites in Rhode Island, Westerly/Narragansett and the Rhode Island Training School, have implemented systems in their schools through the use of behavioral specialists, school psychologists and social workers who staff planning centers and integrated social service centers. Effective programs combine three approaches in the provision of mental health services in schools: schoolwide prevention efforts for all students; early intervention for students who are found to be at risk of behavioral problems; and targeted individualized interventions for students with severe behavioral problems.

All of the sites mentioned above have placed their mental health staff directly into the school setting where they serve various roles. Consultation and Education Specialists work with the entire school community to make sure no one falls through the cracks. Intensive Case Managers work with students who require more intensive levels of intervention as well as with their families. Case Managers coordinate and provide individualized wraparound services to students. Clinicians work in the school to provide immediate crisis intervention and linkage to other resources. They also provide pro-social skills training and in service training for staff on various topics related to behavior supports and other strategies; one-on-one and group therapy or counseling sessions; academic and behavioral support through "planning centers"; links to other social services; and individualized planning for transitions for the child and family to and from more restrictive placements.

From an administrative perspective, it is a valuable investment to have clinicians on site in schools. It helps build collaboration between several agencies and maintains contact between those agencies with consistent personnel who understand the culture of the systems. Another advantage is the support it provides to school based staff. It is reassuring to staff to have personnel who are experienced in behavioral and emotional needs/supports for children and families readily available if needed. They also can provide valuable information and training. In addition, placing clinicians in schools, the "normal" environment for children, reduces the stigma associated with mental health services. Finally, partnering with schools and offering mental health services within the context of behavioral health and support helps clinicians reach a greater proportion of children and families in need. (Promising Practices, Vol. III, 1998)

For more detailed descriptions of the use of clinicians in school based programs, please refer to the Promising Practices Series, Volume III, 1998 Series, produced by the Center for Effective Collaboration and Practice, American Institutes for Research for the Comprehensive Community Mental Health Services for Children and Their Families Program. Ordering information can be obtained through the web site at www.air.org/cecp