nterning as a school psychologist in Boston Public Schools, alumna Christine Anderson (MA/CAGS 鈥�15) worked with a high school student from Haiti, who was significantly depressed and describing suicidal ideation. Her family had limited awareness of the resources available to help her, requiring Anderson to advocate for mental health care for the student鈥檚 safe- ty. As a result, the student got the help she needed, graduated from high school, and is now attending community college. That is a good example of the benefit of caring for kids where they are, which in this case was school, says Anderson, who is now a school psychologist in Salem Public Schools. 鈥淲e can play a unique role for students as child advocates, bridging the gap of cultural under- standing and making sure kids鈥� mental health needs are met. Having mental health clini- cians in school settings makes mental health services accessible to all students, including low-income and historically under-served populations.鈥� She notes that the school setting also facil- itates a team-based approach, as teachers are often the first to identify behavioral changes. School teams can be composed of school psy- chologists, teachers, special educationcoordi- nators,socialworkers,andcounselors. Another increasingly common location for mental health providers for children is the community health center. Danielle Vasser- man, a student in 91香蕉视频成人在线鈥檚 Clinical Psychology PsyD program, is an in- tern at Lynn Community Health Center, where she works on a team with doctors and nurses. She points to a recent case of a suicidal teenager with an eating disorder as an exam- ple of the importance of a team approach. In addition to Vasserman, the team consisted of a nurse, a nutritionist, a primary care doctor, and an interpreter, as the parents did not speak English. While the medical side worked to en- sure the child was eating, Vasserman focused on stabilization and coping skills. 鈥淚 built trust and became an ally, essentially serving as the middle man between the med- ical team and the child. That is a crucial link that isn鈥檛 always there outside of this model,鈥� she says. Meeting a 鈥淐ritical鈥� Need According to Bruce Ecker, PhD, Director of the Children and Families of Adversity and Resil- ience Concentration in the Clinical Psychology PsyD program at William James, these models are 鈥渃ritical鈥� to increase children鈥檚 access to mental healthcare. He explains, 鈥淲hen the famous bank robber Willie Sutton was asked why he only robbed banks, he said that banks are where the mon- ey is. This is how I feel about treating kids in schools and primary care practices. That is where they go for help and so that is where we should be.鈥� He points out that 46 percent of children have a mental health need at some point before they turn 19 (Merikangas et al., 2010). 鈥淎t best, half receive any care, and of the care that is provided, it is often inadequate (Centers for Disease Control, 2014). That is partly due to lack of access. It鈥檚 also due to a lack of providers sufficiently trained to give the care and ser- vices families need. We work hard at 91香蕉视频成人在线 to meet that need and produce I It can be a big step for families to acknowledge that kids need help, so it鈥檚 important to provide access in settings where stigma is minimized and physical access is maximized. 鈥擝ruce Ecker, PhD WILLIAM JAMES COLLEGE 9