School-Based Mental Health Provider Perspectives on Social Capital Networks
Abstract
School-based mental health services have become an integral component of comprehensive educational support systems, especially for students who are culturally and linguistically diverse. This article provides results from a qualitative study on the efforts of school-based mental health providers (SBMHPs) to address the behavioral and social-emotional needs of students and families in multicultural settings. A cohort of school psychology graduate trainees enrolled in a counseling course conducted 39 semi-structured interviews on the use of social capital networks by SBMHPs to promote access to mental health services. Findings revealed SBMHPs limited use of related and available networks to provide in school supports as well as link students and families to community resources and services. In the United States, nearly 20% of children and adolescents experience mental health challenges that can impact their overall functioning, family and social relationships, and school performance. These mental health problems are most likely to be identified and treated within the school setting (SAMHSA, 2009; U.S. DHHS, 2001). This emphasizes the need for school personnel such as the school psychologist, school counselor, and other providers to be knowledgeable about and trained in related facets of mental health service delivery; such as universal screening, prevention, evidence-based treatments and service access (NASP 2010; Perea-Diltz, Moe & Mason, 2010). Similarly, the need for enhanced collaboration with specialty mental health providers and community resources is also paramount if schools are to develop and sustain viable mental health service models (Atkins, Hoagwood, Kutash & Seideman; 2010; Center for Mental Health in Schools, 2014; Kataoka, Rowan & Hoagwood, 2009) While there have been improvements in collaboration between school counselors, school psychologists, mental health providers in the community, as well as other professionals, more seamless integration of services is needed (Stanton & Gilligan, 2003), in order to improve access and enable families and students to receive a broad range of mental health services in public schools.