TY - JOUR TI - "And keep the change…” DO - https://doi.org/doi:10.7282/T3NK3DV5 PY - 2010 AB - Psychologists have long recognized the importance of schools to prevention and intervention efforts with children and families and to overcoming some of the powerful obstacles to their treatment. However, even as the targets of school-based mental health services have progressed from individual assessment and counseling to broad, school-wide programs and school-community partnerships, their outcomes generally remain conceptualized according to individual-student educational and developmental dimensions. For those concerned with schools and interventions, and who have followed the field’s steps toward more systemic, ecological initiatives, the multilevel, community-based, culturally situated (MCBCS) model being pioneered by Schensul and Trickett (2009) represents a conceptual and procedural revolution with the potential to spur a leap in the direction of interventions with multi- and community-level outcomes. The school-based community intervention (SBCI) model extends Schensul and Trickett’s model to a school context, using it to guide collaborative school community interventions that are designed to create sustainable change and capacity at multiple levels of the community. This approach can be particularly useful in situations where schools and the community have historically resisted traditional psychological interventions and programmatic change efforts, and represents a novel approach to that well-documented challenge. This thesis presents an overview of barriers to care, school- and community-based solutions to them, and the foundations of the MCBS model. It then proposes and outlines the SBCI model as a method of introducing change into a resistant community. A case study will illustrate the SBCI model as implemented through a school-based mental health program servicing the highly insular Ultra-Orthodox and Hassidic Jewish population of Rockland County, NY. The conclusion examines the implications for school psychology research and practice and delineates how the model piloted in this project can be empirically tested. KW - School Psychology KW - School psychology--New York--Rockland County--Case studies KW - School mental health services--New York--Rockland County--Case studies KW - Jews--Mental health services--New York--Rockland County--Case studies LA - eng ER -