Waxman R P, Weist M D, Benson D M
University of Maryland School of Medicine, USA.
Clin Psychol Rev. 1999 Mar;19(2):239-53. doi: 10.1016/s0272-7358(98)00072-5.
Expanded school mental health (ESMH) programs involve the provision of comprehensive mental health services for youth in schools, including assessment, intervention, prevention, and consultation. Related to increased awareness of the benefits of these programs, and growing disenchantment with traditional forms of mental health service delivery for children, ESMH programs are growing rapidly in the United States. Coinciding with the growth of these programs is a developing interface between and among education and mental health professionals in schools. In this interface, there is an increasing need for real collaboration; however, associated with differences in professional training, language, and expectations, and related to "turf," such collaboration is often an elusive prospect. In this article, we review historical trends that provide background to the growing education-mental health interface in schools. We discuss tensions that arise between staff of various disciplines when ESMH programs are developed, and provide recommendations on strategies to develop truly collaborative approaches to the provision of comprehensive mental health services in schools.
扩展学校心理健康（ESMH）项目包括为学校中的青少年提供全面的心理健康服务，涵盖评估、干预、预防和咨询。随着对这些项目益处的认识不断提高，以及对传统儿童心理健康服务提供方式的不满情绪日益增加，ESMH项目在美国正迅速发展。与这些项目的增长同时出现的是学校教育工作者和心理健康专业人员之间不断发展的互动关系。在这种互动关系中，对真正合作的需求日益增加；然而，由于专业培训、语言和期望的差异，以及与“地盘”相关的问题，这种合作往往难以实现。在本文中，我们回顾了一些历史趋势，这些趋势为学校中日益增长的教育与心理健康互动关系提供了背景。我们讨论了在开展ESMH项目时不同学科工作人员之间出现的紧张关系，并就如何制定真正的合作方法以在学校提供全面心理健康服务提出了策略建议。
