Shifting from categories to services: Comprehensive school‐based mental health for children with emotional disturbance and social maladjustment

Abstract

AbstractTo meet the present and future educational and mental health needs of our nation's youth, current models of mental health service delivery need to be reformed. Any more time spent arguing the differences between categories such as Emotional Disturbance (ED) and Social Maladjustment (SM) will only delay much needed services and deplete our already limited resources. Children's mental health needs are not being met in the current model of service delivery. It is proposed that school psychology facilitate the move toward a comprehensive school‐based mental health service model. This type of model is consistent with many of the 2002 Futures of School Psychology Conference goals. This model also recognizes the importance of children's social–emotional functioning in that positive mental health directly impacts the learning potential of children. Additionally, the comprehensive school‐based mental health service model emphasizes the importance of prevention and early intervention. These proactive strategies are desperately needed to more effectively meet the rising numbers of youth with mental health needs. By focusing on preventing emotional and behavioral disorders and intervening early at the onset of symptoms, students will no longer have to wait until they are classified as ED or SM to receive much needed services. School psychology can play a pivotal role in the reform efforts toward a comprehensive school‐based mental health service model that promotes positive mental health in all children. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 911–920, 2004.