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It makes sense to invest in mental health services in public schools. Addressing the emotional and situational issues children live with can make an enormous difference in learning opportunities. In Reaching Our Neediest Children: Bringing a Mental Health Program Into the Schools, authors Jennifer Crumpley and Penelope Moore offer a nuts-and-bolts guide to providing school-based mental health services. Crumpley and Moore present a step-by-step, easy-to-use approach to planning and implementing a free-standing mental health program in a school. It prepares mental health professionals and related staff who wish to develop therapeutic counseling services by answering this question: What does a mental health professional need to know when entering the unknown terrain of the school system to provide mental health services to children? Reaching Our Neediest Children: Bringing a Mental Health Program Into the Schools provides tools to help navigate the rough terrain of this complex work, and it offers strategies to facilitate collaboration among school, family, mental health, social service, child protective, medical, legal, religious, and other systems involved with emotionally distressed children and families. This guide provides practical information ranging from navigating within the school setting to assessment and intervention, to effectively reach the neediest children and institute a mental health program in schools.
This book offers an overview of child psychiatry written from the viewpoint of a clinical child psychiatrist, based on the author's experience in child guidance and child psychiatric clinics, and teaching contacts with social work students in both clinical settings and University seminars. The idea is to 'take the lid off child psychiatry' and view it as far as possible as a whole, from the outside looking in. There are linkages between different schools of thought in regard to normal and abnormal child development, clinical picture and treatment, while dealing in some detail with those derived from psychoanalysis but addressing those based on learning theory. The text examines how questions need to be asked about the origins of the symptoms or behavior which the child shows, or which families show, the factors which perpetuated it in the past and those which are keeping it going. Thus we look at the child's early life, the family situation past and present, the school situation. It is necessary to distinguish between those factors which are immutable (mainly organic and constitutional), and those which can be changed or ameliorated (mainly developmental and environmental). Hopefully social work students and current social workers with different orientations will read this book and apply the material to their own needs and experience.