School Psychologists as Mental Health Advocates, Providers, and Implementation Intermediaries
School psychologists can and should play an integral role in the promotion of children’s mental health. By functioning as mental health advocates, service providers, and implementation intermediaries school psychologists are able to increase student access to needed, high quality school-based mental health services. This presentation will discuss the different ways schools can organize and deliver a continuum of mental health services to increase student access to needed supports. This presentation will also urge school psychologists to move beyond mental health advocacy by striving to be direct providers of mental health interventions and collaborating with others to create the system change necessary to support the integration and implementation of high quality mental health services.
(1) Attendees will understand and be able to describe a full continuum of school-based mental health services
(2) Attendees will be able to explain how they can devote some of their time to delivering direct mental health services
(3) Attendees will be able to describe how school psychologists can function as implementation intermediaries to increase student access to evidence-based mental health services that are delivered with fidelity.
Dr. Clay Cook holds the John and Nancy Peyton Endowed Chair in Child and Adolescent Wellbeing at the University of Minnesota and is a Professor of Educational Psychology in the College of Education and Human Development. He has extensive research and practical experiences involving the implementation of multi-tiered systems of support to promote children’s social, emotional, and behavioral well-being as the foundation for academic and life success. He co-founded the School Mental Health Assessment, Research and Training (SMART) Center at the University of Washington and is a core faculty member who helps direct the Institute of Translational Research in Children’s Mental Health at the University of Minnesota. He has received over 12 million dollars in external grant funding from multiple agencies and foundations to conduct research on educational program and practices that promote student social, emotional, and behavioral competencies. In addition to his research, he consults with school systems throughout the US to integrate a continuum of social, emotional, and behavioral supports to increase students’ capacity to meet the demands of work, civic, and private of adult life.
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