NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826767
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1533-8916
A New Developmentalist Role: Connecting Youth Development, Mental Health, and Education
Schwartz, Sarah E. O.; Petersen, Sarah Bernhardt
New Directions for Youth Development, n120 p57-77 Win 2008
The RALLY practitioner implements RALLY's prevention and intervention strategies, working with all of the students in a class to deliver nonstigmatizing, developmentally based services. The practitioner model is based on the philosophy that relationships are key to allowing students to achieve their full health and academic potential. RALLY practitioners work within the classroom individually, in small groups, and in after-school time. In all of these contexts, RALLY practitioners focus on four major functions: (1) building strong relationships with students, (2) providing developmental and academic support, (3) referring students to services based on their needs and interests, and (4) connecting with teachers, families, clinicians, after-school staff, and other service providers in order to bridge these worlds. RALLY practitioners offer an in-novative model to bring mental health and educational support into schools. They have varying educational backgrounds, from high school graduates, to college students, to graduate interns in mental health or education professions. Training and supervision, however, are crucial in helping practitioners of all levels to create integrated systems of support that take all of a student's interests and needs into consideration while moving toward academic success. (Contains 15 notes.)
Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A