【正文】 hool counselors and nonschool MHPs meet on a weekly basis to establish and review a triage and referral process, to discuss interventions, and to work through critical issues of confidentiality and mandated reporting. Leaders and service providers from school and munity mental health agencies should be involved in developing the parameters of the contract for the collaboration. The contract should describe provider roles and responsibilities, including any legal and ethical responsibilities that might arise through record keeping or service delivery. Most importantly, all parties must recognize that a degree of flexibility and adaptability is necessary in maintaining the collaborative relationship. CONCLUSION To conclude, schools are in need of myriad services in order to address the emotional, behavioral, and social needs of their student body, and the collaborative partnerships of schools and mental health agencies appear to be a step in the right direction. We believe that the success of this needed collaboration is contingent upon leaders and supervisors from within the school and munity mental health agency who can model effective collaboration and leadership. Fiester, Nathanson, Visser, and Martin (1996) emphasized that support from principals and other key school leaders helps to encourage collaboration among school staff. Furthermore, it is helpful when the school principal lends aid in resolving any logistical conflicts (Flaherty et al., 1998). Leaders from the school and the munity agency should spearhead meetings among professionals to establish procedures (., referral process, record keeping, and program evaluation) and to encourage opportunities for interdisciplinary training. Cross training helps in developing a mon language and often evens any hierarchy that might exist (Porter et al., 2021). Such cross training also could enhance trust among professionals and provide a mutual understanding about the legal and ethical challenges for each discipline (Weist et al., 2021). We encourage future research to consider both qualitative and quantitative investigations designed to reassess the extent to which participant roles have been clearly defined, and the 譯文 6 extent to which schools and munity mental health agencies are successfully implementing their collaborative partnerships. References American School Counselor Association. (2021). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Fiester, L., Nathanson, S. P., Visser, L., amp。s understanding of the pivotal role the school counselor must play in such collaborations. It is often the school counselor who is most knowledgeable about the students and their families, including treatment histories. Moreover, the school counselor39。 4%). Nieen counselors and 13 administrators indicated agreement with schools contracting or hiring MHPs. For example, one counselor wrote, They provided a needed service to the students for several reasons: ( 1) Volume of students that need counseling support。 23%)。 and (c) were mental health professionals (t = , p = .000, Cohen39。 and (d) parameters of the contract between schools and nonschool MHPs. RESULTS Utilizing ttest analyses, the administrator (n = 20) and school counselor (n = 33) groups were pared on each of the 25 scaled items. A Bonferroni correction was employed to control overall error rate and resulted in an adjusted significance level of .002. Findings revealed that school counselors agreed to a much greater extent than did school administrators that they (a) were adequately trained to provide group counseling to students (t = , p = .002, Cohen39。 thoughts about the roles and petencies of school counselors and the collaborative relationships among school counselors and nonschool MHPs. Respondents indicated the extent to which they agreed or disagreed with each statement using a 4point Likert scale ranging from 1 for disagree to 4 for agree. Means and standard deviations are available from the first author upon request. Four openended questions requested participants39。 江 漢 大 學(xué) 文 理 學(xué) 院 College of Arts amp。 Pruitt, 2021). This collaborative effort is intended to lessen the burden and liabilities of the educational system while improving the fragmented and inplete delivery of services to schoolaged children and youth. Research has indicated that less than onethird of youth who are candidates for mental health services receive the care they need (. Department of Health and Human Services, 1999). Given the importance and acceptance of multisystem collaboration in improving child and youth mental health, the perceived efficacy of these collaborative partnerships is what drives this research agenda. Precisely, we are interested in the perceptions held by school cou