ABSTRACT
Although the history of clinical-school-community collaboration can be traced back to the end of the 19th century, the full-service school movement represents a new era in the quest for more effective ways to deliver human services to children. Building on the personal experience of the authors and the literature concerning the development of integrated service delivery systems, this article outlines conceptual, administrative, fiscal, legal-ethical, and practical issues that can hinder local efforts to develop full-service schools. The systematic analysis of potentially negative influences is presented as something that must be pursued by educational and psychological consultants so that, as the next millennium begins, they will be in a position to help local working groups develop interagency collaboratives that more effectively integrate school and human service systems, increase service use, and promote positive developmental outcomes for children living in high-risk situations.
