The mental health clinician in the affluent public school setting

This article explores problems and pitfalls confronting the mental health clinician working within a highly affluent public school setting. The special resources which affluent families bring to the assessment and treatment process are noted. Coping styles specific to very affluent and educated families are discussed which are brought into play in response to school dysfunction in a member and which can prove problematic for alliance building and effective intervention. Countertransference responses are discussed that relate to the particular status of the mental health clinician working as a member of the school staff with a wealthy client population. Bases for enhancing effectiveness are discussed, including recognition and management of countertransferance issues.