Four brief papers in this symposium examine clinical research, community mental health services, and policy issues of young children's mental health problems. First, "Risk Factors for Poor Mental Health Outcomes in Young Children Entering School" (Lynne C. Huffman, Sarah L. Mehlinger, and Amy S. Kerivan Marks) reviews the research and identifies major risk factors (e.g., cognitive deficits, early behavior problems, parental psychological problems) and protective factors (e.g., higher child cognitive functioning, easier child temperament and child self-confidence, emotional support from alternative caregiver). Second, "Analysis of Federal Policies Affecting Young Children's Mental Health and School Readiness" (Doreen A. Cavanaugh, John Lippitt, and Otrude Moyo) finds that overall, federal programs (such as the Early Periodic Screening, Diagnosis and Treatment Program, are making a major contribution to the mental health of young children and their families but many policies overlap and affect efficiency and effectiveness. A seamless, multidisciplinary system of early childhood mental health care that transcends traditional federal policy boundaries is urged. Third, "Accessing Mental Health Services for Young Children: Referral Sources and Parental Stress" (Amy S. Kerivan Marks, Christine Blasey, Mary Nichols, and Lynne Huffman) finds that, compared to children referred by mental health specialists and social service workers, children referred by pediatricians and teachers generally are rated by parents as having less severe behavioral problems and higher functioning. Fourth, "The Special Curriculum Opportunity Rating Scale: A Measure of Educational and Therapeutic Effectiveness" (Jennifer Dyer-Friedman, David Hessl, Bronwyn Glaser, Akhila Kosaraju, and Allan L. Reiss) examines the psychometric qualities of this measure and finds it has reasonably high test-retest reliability and has potential in evaluating a child's educational and therapeutic services. Finally, the symposium discussion summary (Louisa B. Tarullo) notes the increasing awareness of the importance of "social-emotional school readiness" and relates this to Head Start programs. (Individual summaries contain references.)(DB)