Behavior Main Page

Programs & Strategies for Positive Behavior

     School-wide
     Interventions

     Targeted      
     Intensive
     Interventions

Behavior Support for Positive Student Behavior

Alternative Educational Strategies • Comprehensive School-Based Mental Health Services • Coordinated Medical Interventions

Programs and Strategies for Positive Behavior:
Intensive Intervention Programs & Strategies:
Comprehensive School-Based Mental Health Services

Student Population Served
All students from Kindergarten through high school may at some time benefit from school-based mental health services. Students with intense needs may require direct and frequent services from a school-based mental health provider.

Program Description
Many schools employ or provide access to mental health professionals, such as school psychologists, counselors, and social workers. These staff can provide support for intensive intervention services by providing a comprehensive range of mental health services to students and their families, including working directly with students and their families. In addition, these staff are likely to consult with other school personnel such as teachers and administrators to assist in the development of academic and behavior interventions. Coordination of services that are community-based such as medical intervention, juvenile justice programs, and family support may also be a critical role for school-based providers. Finally, direct support to students such as individualized counseling, social skills and anger management training, behavioral planning, and assessment may be provided.

The goals of school-based mental health programs vary greatly but may include prevention (development of prosocial and academic competencies), early intervention (addressing risk factors through screening procedures and targeted group or individualized services), and tertiary intervention (ongoing management of student difficulties and crisis intervention). School based mental health services will be most effective when:

• the development of comprehensive school-based mental health program is combined with systematic schoolwide reform efforts,
• school based services are linked and coordinated with those that are provided in the community, and services that are directly provided by school-based mental health professionals are increasingly available,
• academics and school functioning are addressed in conjunction with mental health issues,
• external stressors that impinge on learning and adjustment (i.e., inadequate support systems; hostile or violent conditions; lack of basic resources such as food, clothing, and sense of security) are dealt with and countered, and
• disorders and disabilities, particularly those related to learning, conduct, mood, phobias, and self-image are served and accommodated.
  

References & Additional Resources
Canter, A.S., & Carroll, S.A. (Eds). (1998). Helping children at home and school: Handouts from your school psychologist. Washington, DC: National Association of School Psychologists.

Dwyer, K., and Osher, D. (2000). Safeguarding our children: An action guide. Washington, DC: U.S. Departments of Education and Justice, American Institutes for Research.

Mental Health in Schools Training and Technical Assistance Center. (2000). Integrating mental health in schools: Schools, school-based centers, and community programs working together. Los Angeles: UCLA, Department of Psychology.
Available: http://smhp.psych.ucla.edu.

National Association of School Psychologists. (1998). What is a school psychologist? Information for parents. In A.S. Canter & S.A. Carroll (Eds.), Helping children at home and school: Handouts from your school psychologist (pp.127-129). Washington, DC: Author.

Policy Leadership Cadre for Mental Health in Schools. (2001). Mental health in schools: Guidelines, models, resources, and policy considerations. Los Angeles: UCLA, Department of Psychology. Available: http://smhp.psych.ucla.edu.

Quinn, M.M., Osher, D., Warger, C.L., Hanley, T.V., Bader, B.D., & Hoffman, C.C. (2000). Teaching and working with children who have emotional and behavioral challenges. Washington, DC: Sopris West.

UCLA School Mental Health Project, Center for Mental Health in Schools.
http://smhp.psych.ucla.edu/

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