【文章內容簡介】 nal school improvement efforts. Finally, other models incorporate efforts to address systemwide concerns, individual academic, health, and mental health student needs, and munity collaboration. The School Development Program (SDP), created by James Comer and the Yale Child Study Center, mobilizes schools to focus on students’ socialemotional and academic development through studentcentered programming utilizing six developmental pathways: (1) physical。 (2) ethical。 (3) social。 (4) language。 (5) psychological。 and, (6) cognitive (Yale Child Study Center, 2004). An SDP requires a management team, student and staff support team, and a parent team to operate through three guiding principles that steer their functioning – nofault (utilizing a problemsolving approach), consensus, and collaboration. Fullservice schools offer another model of school improvement that fosters healthy physical, intellectual, and socialdevelopment. Dryfoos (1994) identifies fullservice schools as munity centers that meet the educational, health, mental health, and socialemotional needs of children. Through extensive collaborative efforts, these schools partner with local agencies to provide wide ranging services to impact youth development, including those services related to mental health. Integrated service delivery systems can increase access to services and improve service delivery . With an emphasis on prevention and collaboration, fullservice schools are one example of broad school improvement efforts that work to meet children’s mental health needs. The Ohio Community Collaboration Model for School Improvement (OCCMSI) also provides an example of new models of school improvement focused on students’ nonacademic barriers to learning, including mental health issues. This model addresses the need for schools and educators to gain influence over students’ outofschool time and on the need for schools to further utilize existing family and munity resources to optimize student learning and healthy development through the use of systematic organization of numerous improvement ponents. Focused on building system capacity for improvement, the OCCMSI involves continuous planning and improvement processes that are evaluationdriven and anchored in “milestones” that mark developmental progress for school leaders (AndersonButcher et al., in review, p. 8). Additionally, the OCCMSI five content areas guide this expanded school improvement initiative – academic learning, youth development, parent/family engagement and support, health and social services, and munity partnerships. These more expansive school improvement strategies all offer a broadened view of school improvement and could positively impact the roles schools play in addressing student mental health needs. Unfortunately, these models and the programs and services they include are often considered ancillary to the academic work of schools and thus hold limited potential for longlasting change (Center for Mental Health in Schools at UCLA, 2005). More recent efforts in this area have been made to more closely align broader school improvement models with academic outes. There is preliminary support that broadened school improvement efforts can foster the integration of mental health and educational service. While prehensive, coordinated school reform is a growing research area, studies have demonstrated improved academic outes, service integration, and overall capacity for addressing nonacademic barriers to learning. Given these preliminary findings, the next step to improve socialemotional and academic outes for children is to systematically examine how schools adopt and implement such initiatives. Research in translational science and the diffusion of innovations can expand the existing knowledge on school change efforts. These areas have explored change processes within organizations to identify key ponents of successful change efforts. Additionally, translational science has specifically focused on disseminating research to the practice arena. A focus on readiness is one ponent of effective organizational change strategies that can lead to longlasting school improvement. Organizational change research identifies readiness as a key construct related to the effective and efficient implementation of any innovation, including expanded school improvement models addressing school mental health. Readiness signifies that an organization or an organization’s members fee