Bridging the Divide: In Search of Common Ground in Mental Health and Education Research and Policy
Bridging the Divide: In Search of Common Ground in Mental Health and Education Research and Policy
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DOI：
10.1176/appi.ps.60.11.1510
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发表时间：
2009-11-01
影响因子：
3.8
通讯作者：
Hoagwood, Kimberly Eaton
中科院分区：
文献类型：
--
作者：
Kataoka, Sheryl H.;Rowan, Brian;Hoagwood, Kimberly Eaton
越来越多的证据表明，儿童的心理健康和学校功能是相互交织的。本文总结了美国儿童心理健康政策的历史观点及其与教育的联系，并讨论了与儿童心理健康相关的教育政策的趋势，特别是《残疾人教育法》和《不让一个孩子掉队》。传统的学校心理健康研究方法侧重于项目和干预措施的发展，这种方法已经停滞不前。我们需要新的范例。这些措施包括利用土著学校资源、学习的组织背景和参与性模式，以建立有利于促进心理健康和学习的环境。然而，持续的资金不足和支离破碎的财政支持使得新方法毫无意义。如果要取得进展，就需要新的供资结构来支持综合教育和精神卫生做法。（精神科服务60:1510-1515,2009）
There is growing evidence that mental health and school functioning for children are intertwined. This article summarizes historical perspectives on U. S. child mental health policies and their interface with education and discusses trends in educational policy relevant to children's mental health, specifically the Individuals With Disabilities Education Act and No Child Left Behind. The traditional approach of mental health research in schools, which focuses on program and intervention development, has become stagnant. New paradigms are needed. These include attending to indigenous school resources, to the organizational context of learning, and to participatory models for constructing environments conducive to mental health promotion and learning. Persistent underfunding and fragmented fiscal support, however, render new approaches meaningless. If progress is to be made, new funding structures to support integrative educational and mental health practices are needed. (Psychiatric Services 60: 1510-1515, 2009)