Why School Mental Health Is Essential for Reformed Schools.

N

15

Adolescents; At Risk Persons; Children; Early Parenthood; Education; Educational Needs; Educational Trends; Elementary Secondary Education; Family School Relationship; Gifted; Mental Health; School Counseling; School Counselors; School Psychologists; Youth Problems

The National Goals 2000 emphasizes the importance of public school children's socio-emotional and physical health. Twenty percent of America's public school children suffer significant mental health problems. The longer schools wait to intervene with children at risk, the more expensive and less successful the schools' efforts will be. Aggressive or withdrawn preschoolers may later experience academic difficulties, troubles with friendships and authority, and perhaps even fall into delinquency. Successful early intervention programs incorporate three components: (1) early diagnostic evaluations to identify children at risk; (2) services which support children's physical health and mental health; and (3) parent education and involvement. School psychologists, in particular, should devote special attention to literacy, the mental health needs of the gifted, services for school-aged parents, and school mental health and home school partnerships. Comprehensive systems for addressing students' social and emotional needs are imperative in order to increase school retention and to facilitate learning. These systems must be tailored to the various schools and communities and should include broad preventative measures which pervade the general school climate. School psychologists and other school mental health professionals are uniquely trained to participate in the planning and implementation of these programs which bring together schools, families, and communities. (Contains 96 references.) (RJM)

1995

ED375333