A Model for Mental Health Programming in Schools and Communities: Introduction to the Mini-Series

Abstract

The conceptual framework for the mini-series on mental health programming in schools and communities is described. The conceptual model includes five components considered to be critical for comprehensive and effective programming. First, program design, implementation and evaluation are guided by the integration of theory, research, and practice—action research or praxis. Second, both individual and cultural factors are considered in program development—the ecological perspective. Third, key stakeholders (e.g., teachers, parents) are partners in program development—collaborative/participatory approach. Fourth, mental health services are provided on a continuum ranging from prevention to treatment. Fifth, program evaluation addresses issues related to acceptability, integrity, and effectiveness—comprehensive program evaluation

Additional information

Notes on contributors

Bonnie K. Nastasi

Bonnie K. Nastasi, PhD, is the director and an associate professor in the programs in school psychology at University at Albany, State University of New York. Her interests include mental health promotion, risk-behavior prevention, use of qualitative research methods in school psychology, and promoting school psychology internationally.