Mental Health Services for Young Children

Abstract

(from the chapter) In recent years, the national emphasis on school readiness has been accompanied by an increased appreciation for the crucial role assumed by healthy social and emotional development. Increasingly, the importance of early mental health and behavioral services is recognized (New Freedom Commission on Mental Health, 2003); however, the multiple pathways and systems through which young children enter into and receive mental health services have developed largely in a haphazard manner, in isolation from each other, and with little attention to coordination or effectiveness. Furthermore, there is little research on utilization and service systems for young children with mental health needs to provide guidance for the systemic delivery of effective practices and strategies (Powell, Fixsen, & Dunlap, 2003; Smith & Fox, 2003). This chapter provides a review of the ways in which children from birth to kindergarten are identified, referred, and receive mental health services. The scope and topography of mental health problems in infants and preschool age children are briefly explored, and information on the prevalence, course, and correlates of early emotional and behavior problems is presented. The pathways by which children with behavioral health problems are identified and enter into services, including the relevant evidence base, are described together with the national policies and funding streams within which these pathways are embedded. A description of the existing services and the mechanisms and strategies through which they are delivered completes this section. A final section is included to discuss recent policy, funding, and programmatic initiatives and innovations that contribute to the emergence of a more comprehensive system of care for young children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)