An ecological model for school-based mental health services that targets urban low-income aggressive children--a highly vulnerable and underserved population--is presented. The goals of the model are to increase children's and teachers' involvement in the delivery of services and to increase the integration of these services into existing school resources and activities. The model proposes that mental health service providers work in collaboration with teachers to deliver services that (1) can be managed by existing school resources and personnel, (2) are related to empirically based factors associated with reduced aggression and increased social functioning, and (3) are group administered to increase the number of children served and to reduce stigmatization associated with mental health services. The model is individualized and flexible by acknowledging that contexts for aggression differ across classrooms and children and by providing services specific to those contexts. Two studies are presented illustrating the application of this model to decrease aggression and increase academic engagement in low-income urban public schools.

Community psychologists have long been interested in studying phenomena in diverse cultural groups, whether they are defined by differences such as ethnicity, socioeconomic status, sexual orientation, disabilities, or combinations of these and other characteristics. The meanings of culture are multiple; Rohner (1984) has identified four elements common to all cultures as conceptualized by anthropologists and cross-cultural psychologists. First, human beings develop in a cultural context, and thus their behavior is mediated and formed by culture. Second, socialization processes transmit values, norms, and behaviors of a culture from one generation to the next through social processes. Third, many aspects of culture cannot be overtly described or measured, such as "a way of life" and "heritage." These aspects are transmitted to individuals as they are socialized. Fourth, the last element common to all cultures is that one can find evidence of cultures in patterns and social regularities among members of a given culture.Overall, these elements suggest that culture is not simply a characteristic such as ethnic background. It is also the context in which individuals live or work and their shared interpretations of that context. The cultural context and interpretation of the context influence individuals' behaviors and values. There are dimensions of culture that are more salient than others depending on an individual's context. Given these cultural elements, Hughes, Seidman, and Williams (1993) suggested that culture has a pervasive influence in the research process. In community psychology, the guiding principle that has been used in developing culturally anchored methodology is that culture providesThe order of the first three authors is alphabetical; each contributed equally to this manuscript. We appreciate the contributions of Fabricio Balcazar, Jean Bartruel, Pennie G. Foster-Fishman, and David Henry to the ideas presented in this chapter.

Tension-type headaches are a common occurrence for many people. Psychological issues such as stress, depression, and anxiety have been shown to coexist with tension-type headaches. The relationship between psychological factors and headaches is supported by literature, and treatments that combine a pharmacologic and psychological approach address the needs of the whole person. In this article, the role of psychometric testing and the application of psychological interventions for use on patients with tension-type headaches are reviewed. Recommendations are made about approaches that are designed to improve physical and psychological health.

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