component of the CFAR program will include working in settings where they are dealing with more complicated family needs and/or challenging environmental conditions, such as substance abuse, severe disabilities, and poor access to services. 鈥淲ell-trained school psychologists can be resources for families and schools. Our school psychology trainees understand school culture and how schools work. We work at various lev- els to maximize our impact,鈥� Silva says. Ecker adds, 鈥淲e know that care works best when professionals work together and mental health providers are embedded in teams at schools and primary care settings. We seek to increase access of care for children through all of these programs.鈥� 鈥淚 built trust and became an ally between the medical team and the child... a crucial link that isn鈥檛 always there.鈥� 鈥擠anielle Vasserman, Clinical PsyD Student WILLIAM JAMES COLLEGE 11