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BACKGROUND Collaborative pediatric mental health and primary care is increasingly recognized as optimal for meeting the needs of children with mental health problems. This paper describes the challenges faced by freestanding specialty mental health clinics and pediatric health practices to provide such coordinated mind-and-body treatment. It describes critical elements of a proactive approach to achieving collaborative pediatric care under real-world circumstances using the patient-centered medical home neighborhood (PCMH-N) model. OBJECTIVE The current study evaluates the field test of the Practitioner-Informed Model to Facilitate Interdisciplinary Collaboration (PIM-FIC), a systematic approach to improving inter-professional collaboration by building relationships and enhancing communication between pediatric mental health and primary care practices. METHODS Thirty-nine providers at two mental health and two pediatric primary care practices participated in a pilot project and completed surveys prior to and following their participation. Key informant interviews were also conducted prior to the project. RESULTS Participating practitioners’ survey and interview responses indicate that the quantity and quality of communication between pediatric mental and medical health care providers increased post-project, as did satisfaction with overall collaboration. CONCLUSIONS Improving relationships and communication are first steps in building the infrastructure to support effective coordinated care. Project results highlight practical and easily implemented strategies that pediatric mental health and primary care practices can take to strengthen their collaboration. Findings also suggest a need for collaborative care policies and competencies for child mental health providers working in freestanding practices within the PCMH-N.

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Two hundred and twenty-seven graduates of doctoral programs in psychology and current psychology doctoral students who were subscribers to the Society of Clinical Child and Adolescent Psychology's (Division 53 of the American Psychological Association; APA) electronic mailing list completed an online survey about their training experiences. Results indicated that training in clinical child psychology encompasses both breadth and depth in areas including various types of assessment and intervention strategies, research methods, and evidence-based practice. Survey responses also suggest that there have been changes over time with respect both to endorsed theoretical orientations and to some curriculumrelated topics. Participants reported the availability and completion of a broad range of practicum experiences, with an emphasis on those related to children. We discuss the core fmdings, differences over time, and comparisons with the last similar survey published nearly three decades ago.