Two essential questions for those leading the field of public administration are: What do we teach our students, and how do we train them? As scholars, we pay significant attention to our research, often to the detriment of recognizing the potential for merging our research with teaching through the Scholarship of Teaching and Learning (SoTL). However, given our students' leadership positions, SoTL-related work is vital to their success. In this article, we have come together to reflect on the state of SoTL's work in public administration. Through this reflection, we explore the windows of opportunity for research that we see emerging. Included among these opportunities is the need for research on how we can best serve students in and out of the classroom, as well as research the most effective way of managing our programs. We also see the need for research into faculty development, instructional design, and the return on investment for a public administration degree. Lastly, we argue for improved recognition of the value and contribution of SoTL-related work in tenure and promotion standards.

Building on W. E. B. Du Bois’s color line concept, I argue that white supremacy is deeply embedded in U.S. educational organizations and that White racial actors, opportunity hoarding, and the cultivation of racial ideology and racial ignorance help sustain it. In doing this, I seek to move away from the aspirational progress narratives often associated with Brown to the racial hierarchies and various forms of harm that schools reproduce, even when they are racially diverse. Taking the recent attacks against critical race theory as a backdrop, I argue that educational institutions not only contribute to educational inequity but also socialize people into relations of racial domination and subordination through organizational practices and individual actions. In the article’s conclusion, I highlight my efforts to disrupt these patterns and work toward the creation of more liberatory education spaces.

The start of a new year, or in TPA's case a new volume (41) is always a moment to pause and reflect.

ObjectiveThe objective of this Clinical Update is to review the principles, structures, processes, and outcomes of community systems of care as they pertain to the delivery of behavioral health care to children and adolescentsMethodA search of the literature on this topic from 2002 was initially conducted in 2016 and repeated in 2019 and 2021, yielding 1,604 English-language citations. These citations were supplemented by references suggested by topic experts and identified through Web searches, increasing the yield to 1,684 total citations, of which 1,184 were unduplicated. After sequential review by Update authors at title/abstract and then full-text levels, the citations were winnowed to 156 based on relevance to the topic.ResultsThe systems of care approach, arising in the 1980s, expanded child and adolescent behavioral health care from the core services of psychotherapy, medication management, inpatient psychiatric services, and residential treatment to include home- and community-based treatment and support services; promotion, prevention, and early intervention programs; and specialized services for very young children and youth and young adults of transition age. These services and supports are delivered by a large multidisciplinary workforce and are governed by key principles, including a biopsychosocial case conceptualization; family-driven, youth-guided, strengths-based, and trauma-informed care. Services in the least restrictive setting; continuity of care across transitions; a public health framework for service delivery; promotion of wellness and resilience; and elimination of health disparities. Challenges to systems of care implementation include funding availability, workforce shortages, deficiencies in cross-systems collaboration, and variability in insurance coverage. Although controlled studies have failed to provide convincing evidence of favorable outcomes from the whole systems of care approach, uncontrolled research has demonstrated increased access to care, positive clinical and functional outcomes, improved family functioning, and reductions in costs, particularly when research is focused on specific behavioral health problems, specific interventions such as Wraparound care, or highly specified groups of youth.ConclusionHealth professionals who are educated in the systems of care approach can improve access to and quality of behavioral health care for children and adolescents with behavioral health needs. The objective of this Clinical Update is to review the principles, structures, processes, and outcomes of community systems of care as they pertain to the delivery of behavioral health care to children and adolescents A search of the literature on this topic from 2002 was initially conducted in 2016 and repeated in 2019 and 2021, yielding 1,604 English-language citations. These citations were supplemented by references suggested by topic experts and identified through Web searches, increasing the yield to 1,684 total citations, of which 1,184 were unduplicated. After sequential review by Update authors at title/abstract and then full-text levels, the citations were winnowed to 156 based on relevance to the topic. The systems of care approach, arising in the 1980s, expanded child and adolescent behavioral health care from the core services of psychotherapy, medication management, inpatient psychiatric services, and residential treatment to include home- and community-based treatment and support services; promotion, prevention, and early intervention programs; and specialized services for very young children and youth and young adults of transition age. These services and supports are delivered by a large multidisciplinary workforce and are governed by key principles, including a biopsychosocial case conceptualization; family-driven, youth-guided, strengths-based, and trauma-informed care. Services in the least restrictive setting; continuity of care across transitions; a public health framework for service delivery; promotion of wellness and resilience; and elimination of health disparities. Challenges to systems of care implementation include funding availability, workforce shortages, deficiencies in cross-systems collaboration, and variability in insurance coverage. Although controlled studies have failed to provide convincing evidence of favorable outcomes from the whole systems of care approach, uncontrolled research has demonstrated increased access to care, positive clinical and functional outcomes, improved family functioning, and reductions in costs, particularly when research is focused on specific behavioral health problems, specific interventions such as Wraparound care, or highly specified groups of youth. Health professionals who are educated in the systems of care approach can improve access to and quality of behavioral health care for children and adolescents with behavioral health needs.

White supremacy and anti-Black racism are deeply embedded in educational organizations and disrupting them is key to creating more racially just schools. This essay details how the regular practice of organizational routines reproduces racial domination and subordination. We argue that combining critical perspectives on race with organizational improvement approaches can help disrupt this reproductive process. More specifically, educators can engage in critical reflection and action to interrupt, deconstruct, and redesign organizational routines in ways that challenge and hopefully undermine white supremacy and anti-Black racism in schools. We highlight how this approach could help create more racially just educational contexts.

Objective: The objective of this Clinical Update is to review the principles, structures, processes, and outcomes of collaborative mental health care in the pediatric primary care setting.Method: A search of the literature on this topic from 2001was conducted initially in 2016, yielding 2,279 English-language citations. These citations were supplemented by references suggested by topic experts and identified through Web searches, increasing the yield to 2,467 total citations, of which 1,962 were unduplicated. After sequential review by Update authors at title/abstract and then full-text levels, the citations were winnowed to 219 based on topic relevance. A follow-up search from 2016 was conducted in 2021, yielding 2 additional citations based on nonduplication from initial search and topic relevance.Results: The collaborative care approach, arising in the 1990s and gaining momentum in the 2000s, aims to extend behavioral health care to the primary care setting. The goal of collaborative care is to conserve the sparse specialty care workforce for severe and complex psychiatric disorders through shifting certain specialty mental health tasks (eg, assessment; patient self-management; brief psychosocial intervention; basic psychopharmacology; care coordination) to primary care. Collaborative care can be delivered on a spectrum ranging from coordinated to co-located to integrated care. Although each of these models has some empirical support, integrated care-a multidisciplinary team-based approach-has the strongest evidence base in improving clinical outcomes and patient satisfaction while constraining costs. Challenges to integrated care implementation include insufficient mental health education and insufficient specialist consultative and care coordination support for primary care practitioners; space, time, and reimbursement constraints in the primary care setting; discomfort among primary care practitioners in assuming mental health tasks previously undertaken by spe-cialists; and continuing need for and unavailability of ongoing specialty mental health care for severe and complex cases. Essential supporting activities for effective collaborative care include patient and family engagement, professional education and training, evaluation/demonstration of impact, fiscal sustainability, and advocacy for model dissemination. Conclusion: Health professionals who are educated in the collaborative care approach can improve access to and quality of behavioral health care for children and adolescents with behavioral health needs.

The Annual Award is made by the editors of TPA and JPAE (Journal of Public Affairs Education). This citation describes the significant contribution made by the 2022 winner - Christoph Reichard

In this paper, we discuss the fundamental whiteness of educational spaces and detail the historical and contemporary mechanisms through which these spaces are created and perpetuate. We draw on Charles Tilly’s concept of opportunity hoarding to detail how white racial actors and white-dominated institutions create and defend “white” spaces within education. We expand current educational scholarship in this area by theorizing connections between opportunity hoarding and sociological work on racial boundaries, institutional theory, and organizational routines and point the way toward more nuanced examinations of opportunity hoarding in education.

Objective: To enhance the quality of care and clinical outcomes for children and adolescents with major depressive disorder (MDD) and persistent depressive disorder (PDD). The aims are as follows: (1) to summarize empirically based guidance about the psychosocial and psychopharmacologic treatment of MDD and PDD in children and adolescents; and (2) to summarize expert-based guidance about the assessment of these disorders as an integral part of treatment, and the implementation of empirically based treatments for these disorders in clinical practice.Method: Statements about the treatment of MDD and PDD are based upon empirical evidence derived from a critical systematic review of the scientific literature conducted by the Research Triangle Institute International-University of North Carolina at Chapel Hill (RTI-UNC) Evidence-based Practice Center under contract with the Agency for Healthcare Research and Quality (AHRQ). Evidence from meta-analyses published since the AHRQ/RTI-UNC review is also presented to support or refute the AHRQ findings. Guidance about the assessment and clinical implementation of treatments for MDD and PDD is informed by expert opinion and consensus as presented in previously published clinical practice guidelines, chapters in leading textbooks of child and adolescent psychiatry, the DSM-5-TR, and government-affiliated prescription drug information websites.Results: Psychotherapy (specifically, cognitive-behavioral and interpersonal therapies) and selective serotonin reuptake inhibitor (SSRI) medication have some rigorous (randomized controlled trials, meta-analyses) empirical support as treatment options. Because effective treatment outcomes are predicated in part upon accuracy of the diagnosis, depth of the clinical formulation, and breadth of the treatment plan, comprehensive, evidence-based assessment may enhance evidence-based treatment outcomes.Conclusion: Disproportionate to the magnitude of the problem, there are significant limitations in the quality and quantity of rigorous empirical support for the etiology, assessment, and treatment of depression in children and adolescents. In the context of a protracted severe shortage of child and adolescent-trained behavioral health specialists, the demonstration of convenient, efficient, cost-effective, and user-friendly delivery mechanisms for safe and effective treatment of MDD and PDD is a key research need. Other research priorities include the sequencing and comparative effectiveness of depression treatments, delineation of treatment mediators and moderators, effective approaches to treatment nonresponders and disorder relapse/ recurrence, long-term effects and degree of suicide risk with SSRI use, and the discovery of novel pharmacologic or interventional treatments.

The period from the late 1980s to the present has been one of change and disruption at all levels of contemporary public administration. It is possible to categorize this period of change through different lenses from those of social and economic issues to those of significant political and environmental changes. At different times over the last forty years these changes have disrupted the existing institutions of government in nation states and the assumed models of governance and administration. The focus of these changes has often concentrated on the impact they have had on civil society, communities and nation states including the roles of representative governments. Less attention has been paid to the ways in which public administration pedagogues and scholars adapt to these changes and adapt their ways of working or understanding the context within which they function. This Think Piece seeks to identify what the changes have led to in terms of the pedagogical questions they raise; the issues that inform the design of the curriculum; and the implications these have for the education and training as well as the continuing professional development of practitioners and leaders of public administration.

Public administration education has an interesting history rooted in numerous scholarly disciplines, such as sociology, political science, economics, and engineering. The article reflects on the last 100 years of scholarship on public administration education, starting with an article on the topic in the first issue of Public Administration in 1923. We provide a concise review focused on the development of public administration education over this time. Next, we discuss scholarship in top journals on public administration education, Journal of Public Affairs Education and Teaching Public Administration. We use Denhardt's (2001) big questions in public administration education as a framework to examine this scholarship. We conclude by discussing the future of public administration education and advocating a community-based approach to pedagogy practice and research in the field.

This paper seeks to explore the potential for supporting the presence of 'community voices' in a local government-led initiative for lifelong learning (LLL). The initiative in Rochdale (UK) was a partnership between the local authority and a university. The paper seeks to situate the initiative and the lessons learnt in the context of the potential value to all participants in a collaborative approach to lifelong learning. The paper argues that whilst it is not necessary for all participants to have a shared definition of LLL, there are clear and tangible benefits for the partners which suggest that it is the focus on mutual gain that is critical in any shared initiative. The Rochdale-based initiative can offer some key lessons and it reinforces the lesson that long-term place-based work is not straightforward and has to navigate competing interests; securing respect for community voices requires accountability and a genuine commitment from all participants (academics, active citizens and professionals) that change can be achieved.

Only relatively recently, place leadership has become an important debate in the leadership studies and public administration literatures. From a place leadership perspective, there is clearly a potential role for third sector organisations and the voluntary engagement that citizens can play for places through different activities, such as for example social innovation, public services provision, volunteering, civic engagement, advocacy, enhancement of the quality of life, strengthening of social bonds and social cohesion. However, the topic of civil society and third sector organisations is still neglected in research and public policy debates on place-based leadership. Our special issue aims at filling this gap.

The price of college is rising, making college feel out of reach for a rising share of Americans. Families can borrow to be sure, but with total student loan debt now above $1 trillion nationally, the situation seems unsustainable. Meanwhile, we face a long-term decline in our international ranking on college attainment and the disparities in college access by race and income—disparities that financial aid and loans are supposed to address—seem larger than ever. It is no surprise then that in the campaign for U.S. President in the 2016 election, nearly all candidates of both major political parties raised the issue of college affordability.

Suburban school districts in the United States (U.S.) have experienced major demographic shifts in recent decades and vary substantially in their student populations. More than half of Asian, black, and Latinx students in large metropolitan areas attend suburban schools, and the suburbs are commonly the first destination for new U.S. immigrants. Thus, suburban schools offer the opportunity to study the confluence of race, ethnicity, class, and immigration in education. Yet most scholarship on race and education has focused on urban contexts. The articles in this symposium examine how students, parents, and educators understand, navigate, and confront racial inequities and whiteness in suburban schooling. Drawing from qualitative studies of suburban communities in the Midwestern U.S., these articles reveal the ways in which racial discourses and racialized patterns of inequality are taken up and contested by students, families, and educators in suburban schools.