Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model

Abstract

In this article the authors advocate for a culturally responsible dual-factor model for the delivery of mental health services in the schools. This case is made because too many children are not receiving the mental health care they need in order to succeed in school and life. This is especially true for Black, Indigenous, children of color, and other minoritized youth. This transformative approach will require a dramatic change in how school psychological services are currently being delivered. The culturally responsible dual-factor model places a much greater emphasis on psychological well-being (as opposed to psychopathology), unwavering attention to rectifying discriminatory disparities in school mental health practices, an emphasis on population-based over individually focused mental health services, and a commitment to ensuring access for all children—not just those who are receiving special education services or 504 accommodations. This model is proactive and prevention oriented and focuses on equity. The case is presented that we continue to have a mental health crisis in today’s youth with an increase in anxiety and depression. The authors conclude the article with implications for school psychology training, public policy and advocacy, and school-based practice.

Impact Statement

The culturally responsible dual-factor mental health framework is a transformative approach to school mental health services that is needed to address the nation’s mental health crisis. It is needed because traditional approaches, models, and practices have been too narrow and, thus, continue to fail for diverse and minoritized children, families, and schools. A culturally responsible dual-factor mental health approach expands traditional approaches by emphasizing well-being, cultural strengths of minoritized communities, accessibility of services, and systems and structures (e.g., racism) that contribute to discrimination and disparities in mental health services.

Keywords:

• dual-factor
• culturally responsible
• mental health
• emotional well-being
• school psychological service delivery

Authors’ Note

Group Positionality Statement: We acknowledge that our intersectional identities influence our scholarship. We have all served as program directors or educators of school psychologists. Among the four of us we have 110+ years of experience and have written extensively about the future of the profession and the delivery of mental health services in the schools. We are all parents, one of us is a grandparent (BD), and we are all concerned about the mental health crisis that continues to impact children and adolescents.

Philip J. Lazarus’s Positionality Statement: I have trained more than 400 school psychologists while serving as the Program Director at FIU where the majority of our graduate students are from minoritzed populations. I am a white cisgender male, and my perspective has been shaped by my Jewish heritage, my early introduction to the impact of the Holocaust, and the concept of “tikkum olam” which refers to our obligation to “repair the world.”

Beth Doll’s Positionality Statement: I am a granddaughter of western homesteaders and grew up during the civil rights, anti-war, and women’s rights era. These were particularly tumultuous times in my family, and so I was financially and socially independent by late adolescence – leaving me with a lifelong commitment to self-determination, social equity, children’s psychological well-being, and a personal responsibility for making the world a better place for youth. School psychology has allowed me to do that.

Samuel Song’s Positionality Statement: I am an Asian and Korean American, cisgender male who developed within a context of immigration at a young age, low socioeconomic status, language and cultural barriers, exposure to violence, trauma, and experiencing racial disparities in the school and community.

Kisha Radliff’s Positionality Statement: I am a Biracial (Black, White) cisgender female whose perspective has been shaped by a trauma history compounded by a transient life due to military (moved frequently and attended 10 schools in 13 years), the challenges of belonging to two races and (at times) accepted by neither, familial value of education, and a commitment to helping youth feel seen and valued. I know that small acts can make big differences, and while we do not always know our impact it happens nonetheless.

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Philip J. Lazarus

Philip J. Lazarus is an Associate Professor at Florida International University (FIU) and former NASP President. His research interests relate to fostering the emotional well-being of young people, safe and supportive schools, crisis intervention, trauma, and responding to disasters.

Beth Doll

Beth Doll is a Professor of School Psychology at the University of Nebraska and the Training Director of the Nebraska Internship Consortium in Professional Psychology. Her research interests relate to school mental health and creating healthy environments for learning.

Samuel Y. Song

Samuel Song is a Professor and Program Coordinator of the school psychology programs in the Department of Counselor Education, School Psychology, and Human Services at the University of Nevada, Las Vegas. His research focuses on healthy school cultures and climates for minoritized youth.

Kisha Radliff

Kisha Radliff is an Associate Professor of School Psychology and Program Chair at the Ohio State University. She is Chair of the Council of Directors of School Psychology Training Programs. Her research interests relate to prevention, wellness, and serving minoritized youth.