Mutually Beneficial: A Head Start-School Psychology Program Partnership

Autor/inn/en	Miranda, Antoinette Halsell; Flood, Stephanie; McConnell, Rachel; Blake, Terri; Walker, Kenyona
Titel	Mutually Beneficial: A Head Start-School Psychology Program Partnership
Quelle	In: Journal of Educational and Psychological Consultation, 32 (2022) 3, S.359-374 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2022.2028158
Schlagwörter	Low Income Students; Social Services; Federal Programs; Mental Health; Health Services; Access to Health Care; Consultants; School Community Programs; Partnerships in Education; School Psychology; Family Programs; Early Intervention; Minority Group Students; Grants; Diversity; Cultural Awareness; Supervision; Child Development; Screening Tests; Child Behavior; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Consultant; Berater; Hochschulpartnerschaft; Schulpsychologie; Family program; Familienprogramm; Grant; Finanzielle Beihilfe; Cultural identity; Kulturelle Identität; Kindesentwicklung; Screening-Verfahren
Abstract	Since Head Start's inception, mental health has been an important component of their service delivery. The Head Start Performance Standards provide a foundation for programs to design and deliver mental health services. Mental Health Consultants are the professionals who provide these services. Head Start has a robust history of building collaborative relationships with community partners to support their families. A more than two-decade partnership between a large Head Start agency and a school psychology program that provides the agency mental health consultants will be described. The consultation model of service delivery will be detailed including the roles and responsibilities of the mental health consultants and implications for training and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01