This chapter defines the integration of academics and student support services and offers examples of models and strategies from colleges nationally.

Most mental disorders often onset during the adolescent years, providing opportunities for educators, health care providers, and related stakeholders to work collaboratively in addressing adolescent mental health care needs. This report describes early implementations of various components of the School-Based Pathway to Care Model currently…

Communities In Schools (CIS) is a nationwide network of professionals who work in public schools to surround students with a community of support that empowers them to stay in school and achieve in life. CIS serves 1.3 million students by working within the public school system to determine students' needs and establish relationships with local…

Extensive media coverage of New York City's Harlem Children's Zone's cradle-to-career program over the past several years has served to focus mainstream attention on school reform in a way unprecedented in recent history. Cradle-to-career programs seek to provide children living in poverty with a high-quality birth-to-employment education through…

While health care providers are knowledgeable of health conditions and of the information patients need to make appropriate health decisions and follow health providers' recommendations, they lack information about adult teaching and learning and appropriate curriculum design. Adult educators can contribute more sophisticated skills in program…

Successfully preparing frontline counseling staff in an integrated student services model is a challenge--one that management staff in One Stop Student Services at the University of Minnesota, Twin Cities (UMTC) have been fine-tuning for almost ten years. The effort has required collaboration across units in a series of trial and error attempts…

The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

Adolescence is a critical period for the promotion of mental health and the treatment of mental disorders. Schools are well-positioned to address adolescent mental health. This paper describes a school mental health model, "School-Based Pathway to Care," for Canadian secondary schools that links schools with primary care providers and…

Chronic shortages of health, social service, and mental health professionals in rural areas necessitate creative partnerships in support of families. Cooperative extension professionals in Family and Consumer Sciences and community health nurses, who can bring critical skills to human services teams, are introduced as trusted professionals in…

Some students exhibit behavioral issues as early as preschool and kindergarten. Conventional wisdom suggests waiting to see whether students outgrow these difficulties. However, there is extensive evidence that early detection and intervention is preferred to the wait-and-see approach because it is more likely to result in better academic and…

Chilean educator and poet Gabriela Mistral warned that children's needs are immediate and comprise more than just academic concerns. Implementing comprehensive community schools is an increasingly successful approach to taking her warning to heart, particularly in neighborhoods with large immigrant populations. The reason is simple: education does…

Policy reform for at-risk youth is complicated by involvement of various service sectors. Issues related to coordinating systems of care in a dynamic policy environment are not new, but surprisingly little has been written to guide practitioners and policymakers in addressing them (Friedman in "Journal of Emotional and Behavioral Disorders"…

The Assessment-Intervention of Student Problems (AISP) model provides a comprehensive process for understanding and helping students who are either having problems themselves or are causing problems for others on campus. There are three parts to the model: (1) the assessment of the student; (2) the campus intervention team; and (3) the…

The No Child Left Behind (NCLB) Act contains numerous implications for school counselors, but the affects of NCLB on school counselors' roles and identities has not been thoroughly explored. Further, ways comprehensive school counseling programs and school counselors can thrive while striving to meet the goals of NCLB have been ignored in previous…

Delworth noted in her articulation of the Assessment-Intervention of Student Problems (AISP) model (Chapter Two, this volume) that a campus intervention team (CIT) is necessitated by "insufficient coordination, inadequate information flow, and lack of a shared process." These concerns are potentially most acute with respect to working with…