TY - JOUR
T1 - Collaboration, innovation, and time
T2 - A shared journey through child psychiatric consultation in the school setting
AU - Coffey, Sara
AU - Latta, Laura
AU - Mueller, Heath
AU - Flanders, Sarah
N1 - Publisher Copyright:
© 2019 American Psychiatric Association. All rights reserved.
PY - 2019
Y1 - 2019
N2 - About 20% of students in U.S. communities have diagnoses of emotional and behavioral disturbances. Even when mental health services are in place, students and teachers often struggle in the classroom. In this column, the authors describe a partnership with a public school system to provide collaborative, innovative support that also offered a novel training opportunity for child and adolescent psychiatry fellows. Over three years of collaborative work, the child psychiatry team (attending child psychiatrist and two child psychiatry fellows) offered direct clinical care and consultation in a school-based clinic. In later years, the team provided ongoing professional development and consultation to teachers, and the model was implemented districtwide. The authors describe challenges of engaging and working in the school setting, which call on key strengths of an effective partnership: communication, respect, and trust. The multiyear partnership offered a mutually beneficial experience for both educators and psychiatry trainees.
AB - About 20% of students in U.S. communities have diagnoses of emotional and behavioral disturbances. Even when mental health services are in place, students and teachers often struggle in the classroom. In this column, the authors describe a partnership with a public school system to provide collaborative, innovative support that also offered a novel training opportunity for child and adolescent psychiatry fellows. Over three years of collaborative work, the child psychiatry team (attending child psychiatrist and two child psychiatry fellows) offered direct clinical care and consultation in a school-based clinic. In later years, the team provided ongoing professional development and consultation to teachers, and the model was implemented districtwide. The authors describe challenges of engaging and working in the school setting, which call on key strengths of an effective partnership: communication, respect, and trust. The multiyear partnership offered a mutually beneficial experience for both educators and psychiatry trainees.
UR - http://www.scopus.com/inward/record.url?scp=85068893651&partnerID=8YFLogxK
U2 - 10.1176/appi.ps.201800429
DO - 10.1176/appi.ps.201800429
M3 - Article
C2 - 31109265
AN - SCOPUS:85068893651
SN - 1075-2730
VL - 70
SP - 631
EP - 634
JO - Psychiatric Services
JF - Psychiatric Services
IS - 7
ER -