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Studies examining student-level outcomes associated with interprofessional team collaboration in schools remain anecdotal despite repeated calls for well-designed, rigorous, multimethod research. The purpose of the current study was to use a mixed-methods approach to explore how interprofessional team collaboration affects student-level outcomes and what student-level outcomes are associated with interprofessional team collaboration. Qualitative interviews were conducted with 27 school professionals serving on interdisciplinary consultation, assessment, referral, and education (CARE) teams in four Title I elementary schools. In addition, researchers examined quantitative data on student-level outcomes for 340 students served by the CARE teams in the four Title I schools. Rates of absenteeism, office discipline referrals, a curriculum-based measure, and a behavioral health measure were examined to explore relationships between interprofessional team collaboration and student-level outcomes. Qualitative findings indicated that interprofessional team collaboration improved coordination of and access to services, as well as consistent follow-through on plans and interventions. The CARE team processes also were associated with marked improvements in specific academic, behavioral, and mental health outcomes among students seen by the CARE teams. Results point to the important contributions interprofessional teams can make in schools when working together to address student needs.

All four authors of this article are active in the movement toward more comprehensive school mental health (SMH) services involving community mental health staff joining school employees to increase the depth and quality of programs and services within the multitiered system of support (MTSS; Garbacz, 2019; Mellin & Weist, 2011; Weist, Lever, Bradshaw, & Owens, 2014). They represent disciplines of clinical psychology (MW), school counseling (EM), school psychology (AG), and social work (DAB), and they each have had concerns about problematic language that is used in SMH and in the broader field of mental health services for children and adults. The pervasive use of negative labels and pejorative language in child, adolescent, and school mental health systems increases stigma and reduces utilization of services that may help promote mental well-being. The authors argue that the SMH field must lead efforts to reduce the use and negative impact of language that stigmatizes students.

Teachers are critical partners in expanded school mental health (ESMH) collaborations that aim to bring educators, community mental health professionals and families together to leverage expertise and resources for addressing non-academic barriers to learning. Although teachers are in a unique position to observe the day-to-day mental health needs of students, their roles in ESMH collaborations have been largely ignored leaving little research-based guidance for maximizing this practice strategy. To address this gap, this study explored 384 teachers' experiences with ESMH collaboration including the types of collaborations they are engaged in, what influences those relationships and what they perceive to be the benefits of this practice strategy. The findings support previous conceptual and research contributions focused on collaboration, as well as suggest some specific influences on collaborative relationships between teachers and community mental health professionals. Implications for practice, policy and research are offered.

This article presents the psychometric properties of the Expanded School Mental Health Collaboration Instrument [Community Version], a measure for assessing collaboration from the perspective of community-based mental health professionals working in schools. A three-scale instrument (Types of Collaboration, Influences on Collaboration, and Perceived Benefits of Collaboration) was developed based on findings from focus group interviews and a review of the literature. This instrument complements an existing measure of collaboration that considers the perspectives of school professionals involved in expanded school mental health (ESMH). Exploratory factor analyses were used to define a set of factors for each of the three scales. Preliminary psychometric examination suggests this is a promising instrument that should be studied further. Implications for ESMH practitioners and researchers are proposed.

School-based teams are central to referrals, problem solving and decision-making in school mental health (SMH). Although the use of teams in SMH appears commonplace, research on these teams, however, is much more limited in scope. Using best practice teaming principles as a conceptual framework, this exploratory study examined the purpose, structure and function of 41 school-based service-delivery teams from 19 schools. Descriptive analyses revealed wide variations in teaming practices. Challenges related to youth and family members being involved in teams, as well as varied team leadership, were noted. In addition, teams discussed numerous topics as part of meetings. The discussion of data, however, was a topic that a limited number of teams discussed. Implications for SMH practice and research are offered.

The Rejection Sensitivity Model is used to examine the social antecedents to expectations of rejection among adults. College students (N = 314) completed measures of relational victimization and rejection sensitivity. Results indicate that relational victimization is significantly related to rejection sensitivity for women. Implications for counseling and research are offered.

Background: This article reviews challenges to collaboration in school mental health (SMH) and presents practical strategies for overcoming them. Methods: The importance of collaboration to the success of SMH programs is reviewed, with a particular focus on collaboration between school- and community-employed professionals. Challenges to effective collaboration between school and community-employed professionals in SMH are considered. Strategies for overcoming challenges to effective collaboration are presented. Results: Marginalization of the SMH agenda, limited interdisciplinary teamwork, restricted coordination mechanisms, confidentiality concerns, and resource and funding issues are key challenges to collaboration. Strategies targeted toward each of these challenges may help improve the effectiveness of SMH programs and ultimately student outcomes. Conclusions: Collaboration between school- and community-employed professionals is critical to the success of SMH programs. Despite its promise, the success of SMH programs can be jeopardized by ineffective collaboration between school and community-employed professionals. Strategies to overcome marginalization, promote authentic interdisciplinary teamwork, build effective coordination mechanisms, protect student and family confidentiality, and promote policy change and resource enhancements should be addressed in SMH improvement planning.

The purpose of this article is to share results of a mixed-methods research study designed to shed light on similarities and differences between school-employed and agency-employed school-based social workers' preparation and practice as a precursor for collaboration in expanded school mental health. Online survey data from a national sample of 186 school-based social workers and focus group data from a convenience sample of 10 school-based social workers in a large urban area were analyzed, revealing more similarities than differences between the school- and agency-employed social workers. Data revealed that there were no significant differences in educational preparation between the two groups and that knowledge about each others' roles is most likely learned on the job. Postgraduate in-service training, including problem-based learning, is suggested as a vehicle to expand knowledge and skills so as to decrease duplication of services and maximize complementary roles and collaboration between these two types of school-based social workers.

This exploratory, qualitative study examined the professional identity of 238 practicing counselors and how they perceived counseling as distinct from psychology and social work. Participants' professional identities seemed to be grounded in a developmental, prevention, and wellness orientation toward helping. Participants also seemed to embrace a unified professional identity. Psychology was perceived as emphasizing testing and social work as focusing on systemic issues. Findings and implications for the counseling profession and interprofessional collaboration are discussed.

This study found that lack of involvement in prosocial institutions, affiliation with other troubled youth, and indifference regarding personal safety partially mediate the relationship between depression and delinquency among justice-involved female adolescents. The results suggest that depression may not be the primary conduit to delinquency. (Contains 2 tables.)

Counselors encounter the needs of youth (3-17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding research priorities for mental health counseling with youth. Research that considers how varying developmental stages and systems (e.g., families, schools, communities) affect the mental health of youth was identified as a priority. Implications for counselor preparation, professional development, and research are offered on the basis of these results.

Faculty in CORE-accredited rehabilitation counseling programs (N = 46) were surveyed to assess preparation for work with youth with psychiatric disabilities and to identify barriers to developing and maintaining a specialization focused on this population within the curriculum. Although faculty reported that students enrolled in their programs were interested in working with youth with psychiatric disabilities, there appears to be minimal attention to this area given existing curricula and clinical experiences. These findings underscore the importance of ongoing professional dialogue about graduate training and significant workforce needs that require entry-level rehabilitation counselors to expand their competence in this area. (Contains 1 table.)

Achievement gaps among racial-ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed at understanding and addressing these gaps must be developmentally and environmentally broad, involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and strategic interventions. In this article, we first document achievement gap trends and then provide a framework for understanding and sequencing outcomes that quantify student achievement gaps. Finally, we present research that identifies critical variables influencing achievement gaps and important school counselor roles and tasks aimed at closing these gaps. The article focuses on outcomes across the developmental spectrum from elementary school through postsecondary education. (Contains 1 figure.)

This study examined whether rejection sensitivity, or the fear of interpersonal rejection, was related to depression among college students. The regression model that resulted from the study indicated that level of rejection sensitivity accounted for approximately 11% of variance in depression among students in the research. Implications for college counseling practice and research are provided.

This article provides mental health counselors with information about the prevalence and course of adolescent depression, other empirically tested treatments for adolescent depression, an explanation of Interpersonal psychotherapy for adolescents (IPT-A) treatment protocol, and results of outcome studies on the effectiveness of IPT-A. Suggestions for future research investigations with IPT-A are offered. (Author)

This exploratory, qualitative study examined the professional identity of 238 practicing counselors and how they perceived counseling as distinct from psychology and social work. Participants' professional identities seemed to be grounded in a developmental, prevention, and wellness orientation toward helping. Participants also seemed to embrace a unified professional identity. Psychology was perceived as emphasizing testing and social work as focusing on systemic issues. Findings and implications for the counseling profession and interprofessional collaboration are discussed., The counseling profession has long struggled to establish a cohesive professional identity for counselors (e.g., Calley & Hawley, 2008; Gale & Austin, 2003; Hanna & Bemak, 1997; Myers, Sweeney, & [...]

This study found that lack of involvement in prosocial institutions, affiliation with other troubled youth, and indifference regarding personal safety partially mediate the relationship between depression and delinquency among justice-involved [...]

Counselors encounter the needs of youth (3-17 years) in a variety of settings; however, outside of school counseling, the profession faces a lack of preparation, professional development, and research focused on mental health practice with youth. Using the Delphi method, 12 counselor educators and 15 practicing counselors were polled regarding research priorities for mental health counseling with youth. Research that considers how varying developmental stages and systems (e.g., families, schools, communities) affect the mental health of youth was identified as a priority. Implications for counselor preparation, professional development, and research are offered on the basis of these results., Estimates suggest that 1 in 10 youth experience acute mental health concerns and that emotional and behavioral problems are observed in 1 in 5 young people (Knoph, Park, & Mulye, [...]

Mental health concerns pose a substantial threat to the immediate and future health of children and their functioning at home, at school, and in the community. Research indicates that 1 in 5 children has a diagnosable mental or addictive disorder and 1 in 10 has a serious emotional disturbance. This review considers emerging trends, national initiatives, and the roles of related professions in responding to the crisis in children's mental health. Recommendations are offered for counseling practice, training, leadership, and research., Mental health problems among children have been described as a public health crisis as a direct result of the troubling, and oftentimes tragic, impact mental health disorders have on the [...]

Rates of female to male depression rapidly soar during adolescence to a 2:1 ratio despite fairly equal rates throughout childhood. The literature suggests that changes in social development, social role expectations, and/or biology may play significant roles, but research considering these factors is scarce and inconsistent. This review considers how current information about these factors can help develop more culturally and client-appropriate treatment approaches and guide recommendations for the next steps in research., What could lead a middle class female adolescent in the prime of health with her whole future blooming ahead, to tell the counselor, "Everything good in me died in junior [...]