The purpose of the proposed project is to train leaders in Pediatric School Psychology, a doctoral subspecialization that is focused on developing school psychologists who can facilitate linkages among inner city school, health, mental health, and family systems to address the educational, psychological, and health needs of students with or at risk for E/BD. The specific goals of the training program are focused on:

		System level change
		Providing a continuum of service delivery in urban schools
		Leadership education and development
		Research generation and dissemination

Children with emotional and behavioral disabilities (E/BD) have a particularly high risk for serious health and academic problems. Not only are children with E/BD at greater risk for poorer outcomes than children without disabilities, but they are at increased risk for negative outcomes when compared with children from other disability groups (Walker, Zeller, Close, Webber, & Gresham, 1999). Students with E/BD are likewise much more likely to show academic skill deficiencies and drop out of school (Knitzer, Steinberg, & Fleisch, 1990). The current prevalence of children with E/BD in schools throughout the U.S. is about 1% (U.S. Dept. of Education, 1999), although this rate is presumed to be a substantial underestimate of children with E/BD (Telzrow, 1999). At any point in time about 20% of the school-age population could be diagnosed with one or more psychiatric disorders (Doll, 1996).

The prevalence of health and academic problems among children with or at-risk for E/BD has created a strong need for professionals who can: (a) provide an effective interface among the medical, educational, and mental health systems; (b) work effectively with the community and family; and (c) impact the key transition points in schools for these students. Within the schools, few professionals have the training needed to effectively address each of these domains. Among school professionals, psychologists are in a unique position to acquire training and skills regarding the interface of the medical, educational, and mental health systems of care and to offer comprehensive, uninterrupted services for children with or at-risk for E/BD beginning in the preschool years.