Articles

The Journal of Behavioral Health Services & Research

, Volume 25, Issue 1, pp 64-75

An ecological model for school-based mental health services for urban low-income aggressive children

  • Marc S. AtkinsAffiliated withDepartment of Psychiatry, The Psychiatric Institute, University of Illinois at Chicago Email author 
  • , Mary McKernan McKayAffiliated withDepartment of Psychiatry, The Psychiatric Institute, University of Illinois at Chicago
  • , Patrice ArvanitisAffiliated withLoyola University of Chicago
  • , Lorna LondonAffiliated withDepartment of Counseling Psychology, Loyola University of Chicago
  • , Sybil MadisonAffiliated withDepartment of Psychiatry, The Psychiatric Institute, University of Illinois at Chicago
  • , Catherine CostiganAffiliated withDepartment of Psychology, University of Washington
  • , Margaret HaneyAffiliated withDepartment of Psychology, Loyola University of Chicago
  • , Laura HessAffiliated withDepartment of Child Development and Family Studies, Purdue University
  • , Andrea ZevenbergenAffiliated withDepartment of Psychology, University of North Dakota
    • , David BennettAffiliated withAllegheny University of the Health Sciences

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Abstract

An ecological model for school-based mental health services that targets urban low-income aggressive children—a highly vulnerable and underserved population—is presented. The goals of the model are to increase children's and teachers' involvement in the delivery of services and to increase the integration of these services into existing school resources and activities. The model proposes that mental health service providers work in collaboration with teachers to deliver services that (1) can be managed by existing school resources and personnel, (2) are related to empirically based factors associated with reduced aggression and increased social functioning, and (3) are group administered to increase the number of children served and to reduce stigmatization associated with mental health services. The model is individualized and flexible by acknowledging that contexts for aggression differ across classrooms and children and by providing services specific to those contexts. Two studies are presented illustrating the application of this model to decrease aggression and increase academic engagement in low-income urban public schools.