Abstract:
Fifty-three school counselors and administrators employed in middle and high school settings were surveyed regarding their thoughts about school districts working collaboratively with non-school mental health professionals to respond to the mental health needs of students. In addition, the survey sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities of school counselors and the scope of school counselor training.

In an effort to provide a broad array of services that will assist students in dealing with the social and emotional issues they bring to the classroom, schools and community mental health agencies have begun to implement collaborative partnerships (Walsh & Galassi, 2002). Walsh and Galassi asserted that if we are to successfully intersect the complicated in-school and out-of-school lives of children, we must focus on the development of the whole child. Doing so will require "collaborations that span the boundaries of professions and agencies" (p. 680). Expanded school mental health programs are a growing movement in the United States, which represents partnerships between schools and community mental health agencies. In these programs, school-hired mental health professionals (MHPs) provide a myriad of services, which emphasize effective prevention, assessment, and intervention (Weist, Lowie, Flaherty, & Pruitt, 2001). This collaborative effort is intended to lessen the burden and liabilities of the educational system while improving the fragmented and incomplete delivery of services to school-aged children and youth. Research has indicated that less than one-third of youth who are candidates for mental health services receive the care they need (U.S. Department of Health and Human Services, 1999).
Given the importance and acceptance of multisystem collaboration in improving child and youth mental health, the perceived efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school counselors, school principals, and vice principals as related to school-community agency collaboration. In addition, we sought to understand what school counselors and their hiring principals/vice principals regard as the roles and responsibilities

摘要：調(diào)查了53名受聘于各初中高中的輔導(dǎo)員和管理員關(guān)于他們對學(xué)校區(qū)域與校外心理健康專家協(xié)同工作來回應(yīng)學(xué)生的心理健康需求的想法。另外，這項調(diào)查還試圖了解學(xué)校輔導(dǎo)員和學(xué)校校長或副校長是怎樣看待學(xué)校輔導(dǎo)員的角色和職責(zé)以及學(xué)校輔導(dǎo)員的培訓(xùn)范圍。
為了提供一系列廣泛的服務(wù)來幫助學(xué)生處理他們帶進(jìn)課堂的社交及情緒問題，學(xué)校和社會心理健康機(jī)構(gòu)已經(jīng)開始實施合作伙伴關(guān)系(Walsh & Galassi, 2002)。沃爾什和加拉西斷言，如果我們想要成功的使結(jié)構(gòu)復(fù)雜的校內(nèi)和校外兒童生活產(chǎn)生交叉，我們就必須以整個兒童的發(fā)展為重點。這樣做將需要“跨越專業(yè)和機(jī)構(gòu)界限的合作”。體現(xiàn)著學(xué)校與社區(qū)心理健康機(jī)構(gòu)建立伙伴關(guān)系的擴(kuò)展的學(xué)校心理健康計劃在美國有不斷發(fā)展的傾向。在這些計劃中，學(xué)校聘請的心理健康專業(yè)人員在強(qiáng)調(diào)有效地預(yù)防、評估和干預(yù)方面提供了無數(shù)的服務(wù)(Weist, Lowie, Flaherty, & Pruitt, 2001)。這項合作活動是為了減輕教育系統(tǒng)的負(fù)擔(dān)和責(zé)任，同時提高了服務(wù)的零散和不完整傳遞給適齡兒童和青年。研究表明，在申請心理健康服務(wù)的年輕人中只有不到三分之一的人得到了他們所需要的關(guān)心（美國衛(wèi)生與人類服務(wù)部，1999）。
考慮到提高兒童與青少年心理健康的多系統(tǒng)協(xié)作的重要性和認(rèn)可度，這些合作伙伴關(guān)系的知覺功效就是這項調(diào)查議程的驅(qū)動力。的確如此，我們對學(xué)校輔導(dǎo)