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Organizational structure of the Solomon Wellness for Education Program. Note: CAPS, Child and Adolescent Psychiatry Service; Tripler Army Medical Center; SSC, student services coordinator; PCNC, Parent Community Networking Coordinator; PSAP, Primary School Adjustment Project.
Source publication
In 2000, the report of the Surgeon General's Conference on Children's Mental Health dramatically summarized the state of our nation's mental health system for children and adolescents as follows: “Children and families are suffering because of missed opportunities for prevention and early identification, fragmented treatment services, and low prior...
Context in source publication
Context 1
... commu- nity needs. Requests for services are coming from several different sources, not only from within the Solomon school community but also from the district super- intendent, parents with children in home-schooling, private schools outside of Solomon, and the 25th Infantry Division Command. The organizational structure of SWEP is presented in Fig. ...
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Citations
... 43 Military psychiatry trainees should have experience with programs that address such needs outside of the traditional office setting, such as in school-based mental health programs. 44 Over the last 5 to 10 years, increasing emphasis has been placed on early identification of mental health problems through education and primary prevention efforts. After the September 11, 2001, terrorist attacks, the Army instituted Operation Solace to offer assistance to Pentagon employees. ...
... One of these innovative approaches is expanded school mental health (ESMH) for military families, and we are fortunate to be a part of a leading ESMH-military school program in the Hawaii and the U.S . (see Faran et al., 2003). But again, the literature and research here is extremely limited. ...
Children and adolescents of military families (military children) face numerous challenges that their civilian counterparts do not experience . Stressors are partic-ularly intense now related to sustained military deployments in Afghanistan and Iraq. These stressors including the frequent deployments of parents, the associated fear of losing a parent, the move of remaining family members "closer to home" while the active duty parent is deployed, and the financial stress of only having one person work with no second job, all test the resilience of the military child and his or her family. With a much smaller military than the United States (U.S.) has had in the past, the onus of protecting the nation falls to highly trained and effective but less numerous forces. This translates into more frequent deployments for many. Other common stressors that are a constant even during times of peace for soldiers and their families are moves on average every three years, often to other countries and/or remote places such as Alaska and Hawaii, being isolated from their support system (e.g., extended family) and transitioning into new cultures.
Zeke and his parents were in the Senior Counselor’s office of a high school on a military base overseas. Zeke’s father was preparing to deploy to a combat zone within 3 weeks. Zeke was facing a risk of not graduating. When the counselor informed Zeke and his parents of the likelihood of not graduating based on current performance, Zeke, a stoic 18 year old who liked to read fantasy novels, play video games and his guitar, began to cry. He said he didn’t want to disappoint his parents but was unsure if he could make up the work he had missed. He was particularly upset that his dad would be worried and distracted about Zeke when he needed to be more focused on his dangerous upcoming mission. He had also been struggling the past year to adjust to being in Germany after having lived his entire life in the United States. His family moved overseas for his father’s final assignment, but this required Zeke to move away from his friends and the high school he had attended for the three previous years just outside an army base in the Southeastern United States. With this information and the family in tears in her office, the Senior Counselor contacted the School-Based Behavioral Health provider on-site. An intake evaluation was conducted and treatment plan initiated the same day. Seven weeks later, after a course of cognitive-behavioral therapy to address a long-standing anxiety disorder and solution-focused therapy to improve his academic production, Zeke completed his coursework successfully and graduated on time. His father, down-range in the Middle East, was able to watch his son graduate via satellite broadcast. Zeke had accomplished his goal and his father was able to continue his mission without distraction.
