Understanding and treating psychopathology in schools: Introduction to the special issue

Abstract

AbstractInvestigating psychopathology in school‐aged children is a topical discussion given the recent increased focus of the U.S. government and professional psychology on this issue. In the last 5 years, the Surgeon General of the United States (Satcher, 2000) and the President's New Freedom Commission on Mental Health (2003) both addressed the need for schools to actively participate in the treatment of children's mental health disorders. Further, psychologists were charged with transforming mental health care for children and families by promoting collaboration between schools, families, and communities; identifying empirically supported interventions; and enhancing culturally competent care for children and teens (P. Tolan & K. Dodge, 2005). To achieve these goals, mental health professionals in the schools need to be able to understand and effectively treat psychopathology in the school setting. School‐based treatment of psychopathology should be based on effective collaboration and grounded within the cultural context of the student population. A comprehensive understanding takes into account the biological basis of these disorders and factors influencing risk and resiliency. Treatment needs for these students often combine traditional therapies and psychopharmacology. Within a comprehensive system of care, specific disorders such as Reactive Attachment Disorder, Early Onset Bipolar Spectrum Disorder, Posttraumatic Stress Disorder, depression, and anxiety can and should be treated in schools. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 413–417, 2006.