ENEWS - November, 2000 (Vol.5, #2)
SMHP
smhp at UCLA.EDU
Tue Nov 7 09:58:33 PST 2000
ENEWS -A Monthly Forum for Sharing and Interchange
Source: UCLA SCHOOL MENTAL HEALTH PROJECT/
CENTER FOR MENTAL HEALTH IN SCHOOLS
November, 2000 -(Vol. 5, #2)
WHAT IS ENEWS? (for those who don't know)
This forum is another link for those concerned with enhancing
policies, programs, and practices related to addressing
barriers to student learning and promoting mental health in
schools. It augments the other ways our Center shares
information and facilitates interchange/networking.
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Feel Free to Forward This to Anyone
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WHAT'S HERE THIS MONTH
**Emerging Issue
Values, Character, Civility - Morals, Manners, or Social
Control
**News from around the Country
**Recent Publications Relevant to
>Children's Mental & Physical Health
>Delinquency, Violence, & Substance Abuse Prevention
>Family, Community, and Schools
>Policy & Statistics
**Upcoming Initiatives, Conferences, Workshops
**Calls for Grant Proposals/Papers
**Helpful Resources
**Training & Job Opportunities
(including fellowships and scholarships)
**Requests/Information/Comments/Questions from the Field
**News From Our Center and Our Sister Center
***************************************************
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<><><><><><><><><><><><><><><><><><><><><><><>
***EMERGING ISSUE***
Values, Character, Civility - Morals, Manners, or Social Control
The longstanding interest in fostering positive social and emotional
development in
schools frequently becomes a mental health issue as various forces push for
specific agendas. On one side are those who don't want the school infringing on
the family's efforts to shape the values, morality, and character of their
children.
On the other side are those who believe the school must play a proactive
role in
socializing the young. Among the latter there are issues about the nature
and scope
of the socialization agenda. A recent item from the Houston Chronicle (9/24/00)
cited in the SmartBrief sent out by the Association for Supervision and
Curriculum
Development (ASCD) highlights the question of whether the focus is on moral
development or the teaching of manners or represents an expansion of social
control practices. The item states: "Southern schools increasingly are
requiring
students to take 'character' classes as part of an effort to combat
disrespectful
behavior. Louisiana lawmakers, for instance, recently passed 'courtesy conduct'
legislation that requires elementary students to address their teachers as
'ma'am'
and 'sir.'"
What's your view on this?
To post your response directly on our website's Net Exchange
page for others to read and respond to, go to http://smhp.psych.ucla.edu
Or you can send it to:
E-mail: smhp at ucla.edu Phone: (310) 825-3634
Write: Center for Mental Health in Schools,
Department of Psychology, UCLA
Los Angeles, CA 90095-1563
#############################
"Greatness resides in every child and it's our task to uncover it"
-Maurice Elias
##############################
***NEWS FROM AROUND THE COUNTRY***
>>President Signs Children's Health Act of 2000<<
H.R. 4365 the Children's Health Act of 2000 became law in October. The act
contains provisions from 36 different bills, including the "Youth Drug and MH
Services Act" (S.976), the MH Early Intervention, Treatment and Prevention Act"
(S.2639/H.R.5091), and "The Drug Addiction Treatment Act" (S.2634). The
"Youth Drug and MH Services Act" (S.976) reauthorizes the Substance Abuse
and Mental Health Services Administration (SAMHSA) and various MH and
substance abuse programs. For more on this news, see
http://www.apa.org/ppo/cha2000.html
>>CDC's (not David Letterman's) TOP TEN PUBLIC HEALTH
CHALLENGES OF THE 21ST CENTURY<<
In a commentary published in the October 4th issue of The Journal of the
American Medical Association (JAMA), Jeffrey Koplan Director and David
Fleming Dep. Director at CDC, identify the following as the top public health
challenges for the U.S. and says the tools already exist for addressing them:
(1) Institute a rational health care system
(2) Eliminate health disparities
(3) Focus on children's emotional and intellectual development
(4) Achieve a longer "healthspan"
(5) Integrate physical activity and healthy eating into daily lives
(6) Cleanup and protect the environment
(7) Prepare to respond to emerging infectious diseases
(8) Recognize and address the contributions of mental health to
overall health and well-being
(9) Reduce the toll of violence in society
(10) Use new scientific knowledge and technologies wisely
(Contact Science News Dept at. 312/464-5374.)
>>Free Tutors<<
As of July 1, 2000, a new federal law requires colleges to use at least 7%
of their
federal work-study funds for community service (up from 5%). The new law also
requires every institution receiving federal work-study funds to have had a
reading
tutor program in place by July 2000. Through the America Reads Initiative,
federal funds will cover 100% for college students to tutor children in
reading (at
schools, libraries, child care centers, after school programs, community
centers,
etc.). Contact: The Financial Aid's Office at any college or for more
information,
see http://www.ed.gov/americareads/coluniv_fws.html or call: 800/USA-LEARN.
>>New System to Promote Substance Abuse Prevention<<
The Substance Abuse and Mental Health Services Administration's (SAMHSA)
Center for Substance Abuse Prevention (CSAP) has unveiled its new National
Dissemination System for Model Program. The system provides community-based
organizations with info about effective prevention programs and how to
select and
implement them. CSAP's National Registry of Effective Programs cites 19
effective prevention programs. See: http://www.samhsa.gov/csap/modelprograms;
Ph: 877/773-8546
>>New Mental Health Services Grants<<
More than $30 million in MH services grants and contracts have been awarded to
communities by SAMHSA. These include The Coalitions for Prevention Grants
and the Cooperative Agreements for Comprehensive Community Action Grants to
Promote Youth Violence Prevention, Suicide Prevention and resilience
Enhancement. See http://www.samhsa.gov for a description of these and the
other
grant recipients.
>>National Governors" Association Releases Issue Brief
related to Addressing Barriers to Learning<<
"Improving Academic Performance by Meeting Student Health Needs" focuses on
the burgeoning research linking student health with student achievement,
profiles
specific programs, and offers data-driven programs to assist schools in
ensuring
students come ready to learn.
Go to http://www.nga.org/Pubs/IssueBriefs/2000/Sum001013StudentHealth.asp
>>Consensus Statement on Increasing Coverage for Child and Adolescent Mental
Health and Substance Abuse Services<<
The American Academy of Pediatrics has joined 12 other medical and family
advocacy organizations in calling for more comprehensive insurance aimed at
increasing access to treatment. The Consensus statement is published in the
October issue of Pediatrics. It calls for a commitment to increase
resources in both
the public and private sectors to rectify the current shortage of quality
mental
health services. The statement includes specific recommendations for
enhancing (1)
access to care, (2) coordination of care, and (3) monitoring care and
reimbursement. Go to http://www.aap.org/policy/re0090.html
>>Youth Development Package<<
"Younger Americans Act," a $2 billion youth-development package expected to be
introduced in Congress, is intended to establish a national policy for
positive youth
development. The proposal is designed to assure children access to
relationships
with caring adults; safe places to go during non-school hours; mental and
physical
health; and marketable skills and opportunities to participate in civic and
community service. Although the measure is not expected to pass this year,
it is
being introduced for exposure, with possible passage in 2001. See
http://www.jointogether.org/sa/resources
>>Intergenerational Transmission of Addiction<<
A recent study attempted to determine whether the increased risk of
addiction for
children of addicted parents is a result of inherited factors or exposure
to addictive
behavior. Researcher Joseph Biederman, Ph.D. found that children of addicted
parents are more likely to mimic their parents' behaviors. The study,
published in
the October issue of "Pediatrics," found that the risk increases
selectively. For
example, children of cocaine abusers tend to abuse cocaine rather than
other drugs
or alcohol. See http://www.pediatrics.org
>>Breakfast and Academic Performance<<
This fall, the U.S. Department of Agriculture launched a 3-year study to
determine
whether mandatory breakfast served at school improves children's academic
performance. The study, co-led by Harvard Medical School assistant
professor J.
Michael Murphy, includes 6 districts across the country, and focuses on entire
schools of elementary kids-poor and privileged alike. The federal government
wants its own test, and some say the results could mean a new national policy.
Department officials say lawmakers might consider a broader
government-sponsored free breakfast program if they see improved attendance,
test scores, and cognitive development at these sites. Assigning breakfast
duty to
America's schools wouldn't be popular among those who worry that K-12
education houses too many social services. However, Murphy predicts the
conclusions will closely resemble those he found in Baltimore-a 2
percentage-point
gain in test scores and a half-day per year gain in attendance. The cost,
he says,
will likely run $100 per student per year. "Done right, it's a relatively
inexpensive
intervention." See http://www.edweek.com
============================
As a child I learned about anticipation whenever I heard ...
"Just wait until I get you home."
============================
^^^^^^^RECENT PUBLICATIONS^^^^^^
*CHILDREN'S MENTAL & PHYSICAL HEALTH<=<=<=<
Last year FAN (the Children's Mental Health Foundations and Agencies Network -
a group of public and private agencies and foundations interested in child
development and public policy issues) commissioned two papers which have been
summarized under the title: Off to a Good Start.
(http://www.nimh.nih.gov/childhp/prfan.cfm)
The two papers are:
1.>"Research on the Risk Factors for Early School Problems" by L.C. Huffman, S.
Mehlinger, and A. Kerivan, highlights the evidence and research gaps related to
risk factors adversely affecting youngsters' socio-emotional school readiness.
2.>"Selected Federal Policies Affecting Children's Social and Emotional
Development and Their Readiness for School" by D. Cavanaugh, J. Lippitt, and O.
Moyo, highlights the federal policies and programs designed to address risk
factors.
"Children's Mental Health: The Changing Interface between Primary and
Speciality
Care" developed through the Children's Mental Health Alliance Project. Offers
recommendations for research, practice, and policy. See
http://www.upenn.edu/ldi/issuebrief5_7.pdf or call 800/358-9295
"Special Kids: Problem Solver" by K. Shore (1999). Provides tools to cope with
30 academic, behavioral and physical challenges for special-needs students.
Contact: 800/288-4745.
*DELINQUENCY, VIOLENCE, & SUBSTANCE ABUSE
PREVENTION<=<=<=<
"Teen Risk-Taking: Promising Prevention Programs and Approaches" by Urban
Institute (2000). Guidebook describes 51 programs whose initial
effectiveness has
been demonstrated through scientific evaluation.
www.epn.org/whatsnew/full_cite/369.html
"Teen Risk-Taking: A Statistical Portrait" and "Trends in the Well Being of
America's Youth and Children." by Urban Institute (1999). These companion
pieces look at changes in risk-taking behavior, multi-risks and positive
behaviors,
and the connection to social settings. See: www.urban.org
"Youth Gang Programs and Strategies" from the U.S. Office of Juvenile Justice
Delinquency Prevention. Outlines programs and strategies to break the appeal of
gangs. See http://ojjdp.ncjrs.org/pubs/gangsum.html#171154
*FAMILY, COMMUNITY, & SCHOOLS<=<=<=<
"At Risk Youth: School-Community Collaborations Focus on Improving Student
Outcomes" by the U.S. General Accounting Office (GAO). Briefly reviews
background and current models/ activities and offers some conclusions about the
state of the art. See: www.gao.gov
"What We Know about Early Childhood Interventions" by Joint Center for
Poverty Research (2000). Finds that well-designed interventions can have large
effects, but concludes that there are too few quality evaluations to reach
definitive
conclusions about long-term effectiveness. See:
www.epn.org/whatsnew/full_cite/354.html
"Building Successful Partnerships: A Guide for Developing Parent and Family
Involvement Programs" by the National PTA (2000). Shows how getting parents
and families involved can improve schools. See: www.nesonline.com;
800/733-6786
"Competency training - The Strengthening Families Program: For Parents and
Youth 10-14. Describes a 7 week curriculum targeting specific risk and
protective
factors. See: http://www.strengtheningfamilies.org/
*POLICY & STATISTICS<=<=<=<
"Children in the States 2000" by the Children's Defense Fund. Provides state
profiles on the conditions of children as aids in planning and action. See:
www.cdfactioncouncil.org
"Care Coordination and Medicaid Managed Care: Emerging Issues for States and
Managed Care Organizations" by Mathematica Policy Research, Inc. (June 2000).
Commissioned by the Center for Health Care Strategies, this policy brief
highlights
the limits of Medicaid managed care for individuals with special health
care needs
and recommends a new role for care coordinators.
www.mathematica-mpr.com/caresum.pdf
"Health Coverage for Legal Immigrant Children: New Census Data Highlight
Importance of Restoring Medicaid and SCHIP" by Center on Budget and Policy
Priorities (2000). Census Bureau data shows that health insurance coverage of
low-income immigrant children has become precarious since passage of the 1996
federal welfare law.
See: www.epn.org/whatsnew/full_cite/368.html
"The Effects of Welfare Reform in Rural Areas" in Poverty Research News
(2000). Shows how welfare reform has affected the residents in poor rural
areas
and highlights an innovative welfare-to-work program.
www.epn.org/whatsnew/full_cite/353.html
###################################
"...Our primary means to assist students is by influencing the adults
who control the environments of children and adolescents."
-T. Gutkin & J. Conoley
####################################
^^^^UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS^^^^
"Wired for Civic Engagement: Using New Technology to Build Community" Nov.
9-11, 2000 in Arlington, VA. Sponsored by National Civic League. Contact:
www.ncl.org
"Tech 2000: Health Center Conference", December 10-13, 2000 in Las Vegas,
NV. Sponsored by Strategic Health Center Technology Forum. Contact:
415/292-5353
"A Vision for the 21st Century." December 12-14, 2000 in Washington, DC.
Office of Juvenile Justice and Delinquency Prevention National Conference.
See: www.ojjdp.ncjrs.org/nconf2000.htm
"A System of Care for Children's Mental Health: Expanding the Research Base."
February 25-28, 2001 in Tampa, FL. Research and Training Center for Children's
Mental Health Conference. See: http://rtckids.fmhi.usf.edu; Ph: 813/974-4640
"Reclaiming Our Youth: Building A Nonviolent Society." March 4-6, 2001 in
Savannah, GA. National Youth-At-Risk Conference. Go to:
http://www2.gasou.edu/contedu/yar2001.html
Effective Programs Mean Student Success. April 4-7, 2001 in Orlando, FL.
National Student Assistance Conference. Call: 800/453-7733
"Partners Make a Great IDEA: National Summit on the Individuals with
Disabilities Act" June 20-23, 2001 in Washington, DC. Call: The Policymaker
Partnership: 877/IDEA-INFO; Families and Advocates Partnership: 888/248-0822
FOR MORE CONFERENCE ANNOUNCEMENTS, REFER TO
OUR WEBSITE AT: http://smhp.psych.ucla.edu
(Go to "Contents" then click on "Upcoming Events of Interest".)
#################################
"...You can have the most creative, compellingly valid,
educationally productive ideas in the world, but whether
it can become embedded and sustained in a socially
complex setting will be primarily a function of how you
conceptualize the implementation-change process."
-S. Sarason (1987)
################################
^^^^^^CALLS FOR GRANT PROPOSALS/PAPERS
*Grants
**U.S. Justice Dept.'s Office of Juvenile Justice and Delinquency
Prevention is
offering two types of grants to address illicit drug use and delinquency among
young girls.
>National Girls Institute Program has $1.2 million for projects promoting
promising prevention, intervention, treatment, education, detention and
aftercare
for at-risk girls and their families. Available to public and private agencies,
organizations or institutions.
>Girls Study Group Program is offering a grant for formation of a
multidisciplinary study group to conduct an in-depth literature review
exploring
risk and protective factors, as well as family and community relationships.
Contact: G. Dilworth, program manager at 202/514-4822 or email
dilworthg at ojjdo,gov Deadline: December 1.
**Corporation for Enterprise Development (CFED) is seeking grant
proposals
to develop and implement model strategies that promote microenterprise as a
path
from welfare dependence to self-sufficiency. See:
www.epn.org/whatsnew/full_cite/363.html
**CDC Grants:
>Integrated Health and Behavioral Health Care for Children, Adolescents,
and their Families (CFDA 93.110AF). Two-year planning grants to
develop a working
relationship among community resources to establish integrated health
service delivery program for children, adolescents, and families.
Applications available on November 29, 2000. Letter of intent due
December 21, 2000. Contact: 877/HRSA-123 or hrsagac at hrsa.gov
>Public Health Conference Support Grant Program. To provide support
for non-federal conferences in the area of health promotion (i.e.,
educational and
community-based programs; injury and violence prevention; maternal,
infant and child
health). Conference dates must fall between Aug. 1, 2001 to July 31,
2002. Deadlines: Letter of intent: January 2, 2001;
Application: March 9,
2001. Contact: 888/472-6874 or cec1 at cdc.gov
**Children's Justice Act Partnerships for Indian Communities. To
improve the
handling of severe child abuse cases in a way that limits additional
trauma
to the child while improving investigation and prosecution.
(Federal Register: DOCID:fr16oc00-112, published: 10/16/00).
Deadline: November 30, 2000. Contact: Cathy at ojp.usdoj.gov
NOTE: If you want to surf the Internet for funds, go to:
http://smhp.psych.ucla.edu and click on What's New; scroll
to "Links to the Latest News on Mental Health Issues" and click
on "Surfin' for Funds."
Also note: CFDA is the Catalog of Federal Domestic Assistance
Programs http://aspe.hhs.gov/cfda/index.htm This compendium
covers all 1,425 Federal programs, projects, services, and activities
that provide assistance or benefits to the American public.
|| : . . : | : . . : | : . . : | : . . : ||
How kids learn about Justice:
"One day you'll have kids, and I hope they turn out
just like you .... Then, you'll see what it's like."
|| : . . : | : . . : | : . . : | : . . : ||
^^^^^^OTHER HELPFUL RESOURCES^^^^^^
>>Mental Health/Substance Abuse
##American Medical Association monograph addresses
the psychological and behavioral impact of family violence:
www.ama-assn.org/public/releases/assault/fv-guide.htm
##"Getting Results: Developing Safe and Healthy Kids,"
includes two action guides, one on alcohol, drug and violence
prevention; one on tobacco use and prevention education,
plus an update about youth development as a prevention
strategy: www.CaliforniaHealthyKids.org
>>Government resources:
##New research syntheses on ERIC Digest database:
http://www.ed.gov/databases/ERIC_Digests/index/
*ED435147 Critical Behaviors and Strategies for Teaching Culturally
Diverse Students
*ED435185 Professional Development for Teachers in Culturally
Diverse Schools
*ED435893 Substance Abuse & Counseling: A Perspective
*ED435893 Assessing Potentially Violent Students
*ED435895 Improving Academic Achievement: What School
Counselors Can Do
*ED435947 Technology Competence of Counselor Educators
*ED435948 Evidence-Based Counseling: Implications for Counseling
Practice, Preparation, & Professionalism
*ED436008 Using Literature To Help Children Cope With Problems
*ED436054 Special Education in Alternative Education Programs
*ED436602 Preventing Violence by Elementary School Children
>>Health & MH Prevention and Best Practices for Schools
##"The School Shooter: A Threat Assessment Perspective,"
released by the FBI, presents the results of a comprehensive study
examining violence in U.S. schools: http://www.fbi.gov/homepage.htm
##"Children's Headaches: An Informative Guide for Young
Sufferers, Their Parents and School Health Professionals,"
from the National Headache Foundation: http://www.headaches.org
##National Asthma Education and Prevention Program's guide:
"How Asthma-Friendly is Your School" features checklist for
teachers: http://www.nhlbi.nih.gov/health/public/lung/asthma/friendhi.htm
>>Parents and Community Involvement
##"The Federal Grants Manual For Youth Programs" by Institute for
Youth Development (2000). A guide to every federal program offering grants
focusing on children and risk behaviors.
Http://www.youthdevelopment.org/booklist.asp?Category=Reference
##"School Readiness: Helping Communities Get Children Ready
for School and Schools Ready For Children" presents the National
Education Goals Panel's findings about school readiness including
a tested framework for community investments in school readiness:
http://www.childtrends.org/r_ed.cfm
##Community-Campus Partnerships for Health presents nine
papers from the annual conference that focus on public health
policy: http://futurehealth.ucsf.edu/ccph.html
>>Misc.
##Association for Supervision and Curriculum Development (ASCD)
offers free tutorials on 18 topics ranging from the brain and learning to
classroom management. These short multimedia lessons are designed for
educators, parents, and others interested in schools. Go to:
www.ascd.org/frametutorials.html?SB
##"Characteristics of the 100 Largest Public Elementary and
Secondary School Districts in the U.S.: 1998-1999," provides
descriptive information about the largest U.S. school districts:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000345
##"Building an Automated Student Record System," a guide for
local and state education agencies needing to design or upgrade
an automated student information system:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000324
^^^^^^^TRAINING & JOB OPPORTUNITIES
(including fellowships and scholarships)^^^^^^^
Jobs:
>>Therapist<<
Stuart House in Santa Monica, CA seeks bilingual therapist to serve child
victims
of sexual abuse. Contact: jerenberg at mednet.ucla.edu;
http://hr.healthcare.ucla.edu
>>Evaluation Specialist<<
The Massachusetts Department of Education, Learning Support Services Cluster
has two positions available:
* research and evaluation focusing on health education program and
adolescent risk behavior.
* training and technical assistance to school districts on
implementation of
Safe School Program for Gay and Lesbian Students.
Contact: Tim Hack, Email: thack at doe.mass.edu, Ph: 781/338-3394;
Fax: 781/338-6310
>>Consultant<<
The California Department of Education is looking for an Education Research and
Evaluation Consultant to design and conduct survey projects, evaluate program
activities, and design evaluations. See: www.cde.ca.gov/cdejobs/ Ph:
916/653-6054
>>Analyst<<
SRI International's Center for Science, Technology and Educational Development
is seeking individual to conduct program evaluations and policy studies in
areas of
higher education and technology. Contact: Jim McCullough;
mccullough at wdc.sri.com
>>Research Associate<<
The National Center on Addiction and Substance Abuse at Columbia University
seeks doctoral or advanced masters level candidate to work on research
related to
families on public assistance. See: www.casacolumbia.org; Fax: 212/956-8020.
>>Assistant Professor<<
The Psychology in Education Division at the University of Pennsylvania seeks
social psychologist with research expertise in urban youth risk
behavior. Contact:
Chair, Social Psychology Search Committee/PED, Graduate School of Education,
U. of Pennsylvania, 3700 Walnut St., Philadelphia, PA 19104-1626. Email Dr.
Lorion: lorion at gse.upenn.edu
>>Assistant Professor<<
Arizona State University Program for Prevention Research is recruiting for an
professor in child psychosocial epidemiology. Contact: Irwin Sandler, Ph.D.,
Chair, Prevention Search Committee, Program for Prevention Research, Arizona
State U., P.O. Box 876005, Tempe, AZ 85287-6005. Deadline: December 1,
2000.
Internship:
>>Clinical Internship<<
The University of Washington Department of Psychiatry and Behavioral Sciences
community psychology internship offers clinical, consultation, and policy
rotations.
See: http://depts.washington.edu/psychweb/clinpsychintern.html; Deadline:
November, 2000
#%#%%#%%%#%%#%%#%#%%#%%%#%%#%#%#%%#
***REQUESTS/INFORMATION/COMMENTS/QUESTIONS
FROM THE FIELD***
WANT TO RESPOND? Go to our Website and click on Net
Exchange or send us an email.
REQUEST:
A frequent request we receive is for information on how those in the field
currently
evaluate the impact of their mental health programs. We have some material we
send out but would like to supplement it with actual practices from around the
country.
COMMENTS:
++Regarding the issue of high stakes testing:
Comment received on our web site: "Using one form of assessment (i.e.,
standardized tests) to determine one's academic achievement is bad practice. A
multiaxial assessment is essential to make mental health decisions; I don't
know
why this doesn't happen regarding scholastic ones. Ralph Nader says that
standardized tests steer classroom teaching to the narrow, reflexive,
linear and rote
at the expense of the multiple intelligences required for creative,
dynamic, engaged
and critical reasoning and thinking. They depress serious teaching and
learning,
distort curricula into focusing on the test, and discriminate against
students of
color, girl and students from lower-income backgrounds. The federal government
should work to diminish reliance on such standardized tests, not to impose them
on states and communities."
Comment received on our web site: "Children with mental health and learning
disabilities are already feeling overwhelmed. Some districts in our area have
already instituted the 'higher standards' and have done away with services
needed
to help kids be successful including 15:1 classrooms. I talk to children
every day
at the middle school and high school level who are giving up even if they
aren't
dropping out. They have stopped doing homework, avoid school, and withdraw
because they feel they cannot be successful. We are destroying our children by
asking more from them and providing less for them."
***NEWS FROM OUR CENTER AND OUR SISTER CENTER***
^^^UPDATES from the CENTER FOR MENTAL
HEALTH IN SCHOOLS, UCLA:
*Still not receiving our quarterly newsletter
"Addressing Barriers to Learning"
(not to be confused with this ENEWS)?
Let us know, and we'll add your name and send it to you ( smhp at ucla.edu).
Otherwise current and past editions can be accessed and
downloaded from our web site.
>>>>Coming Soon: The Fall, 2000, issue featured article is
"Addressing Barriers to Learning & Promoting Healthy Development:
A Usable Research-Base."
* Visit our new "Gateway to a World of Resources for
Enhancing MH in School." This links "map" provides quick access
to relevant resources on the Internet and is a tool to facilitate
various forms of networking. To access the site,
go to http://smhp.psych.ucla.edu Click on the icon for the Gateway.
* New Packet: A Technical Assistance Sampler on: Sexual Minority Students.
This sampler looks at the issues facing sexual minority students and staff,
including: violence, homophobia and prejudice, social and psychological issues,
suicide and health, coming out. Also included are interventions for assisting
sexual minority students, school policy and educational issues, school programs
& Gay-Straight Alliances.
* Recently Revised: Two Center Introductory Packets:
>Dropout Prevention
>Evaluation and Accountability: Getting Credit For All You do
These packets can be ordered from the Center or downloaded from our web site.
*Also on the web site, NEW and updated Quick Finds (easy access
to information on a variety of topics):
>Early Childhood Development
>Cultural Competence
>Hate-groups: helping students and preventing hate crimes
>IDEA Accommodations /inclusion
>Statistical Information Concerning Health, Mental Health and
Education
Go to http://smhp.psych.ucla.edu/websrch.htm
NOTE: If you want Internet access to surfin' for funds, go to:
http://smhp.psych.ucla.edu and click on What's New; scroll
to "New Materials" click on "Surfin' for Funds."
FOR THOSE WITHOUT INTERNET ACCESS, ALL
RESOURCES ARE AVAILABLE BY CONTACTING THE
CENTER.
============================================
To post messages to ENEWS, Email them to smhp at ucla.edu.
Or Contact the Center at:
School Mental Health Project/
Center for Mental Health in Schools
UCLA Dept. of Psychology
Los Angeles, CA 90095-1563
(310) 825-3634 / Fax: (310) 206-8716
<><><><><><><><><><><><><><><><><><><><><><><><>
^^^FROM OUR SISTER CENTER in Maryland
(Mark Weist, Director)
*CSMHA is currently accepting proposals for the 6th National
Conference on Advancing School Based Mental Health to be held
from September 20-22, 2001 in Portland, Oregon. Please contact
the Center at (410-706-0980 or 888-706-0980) or by email
(csmha at umpsy.umaryland.edu) if you would like to receive the RFP.
Deadline for proposals is January 15th, 2001.
For more information, contact: Mark Weist, Director
Center for School Mental Health Assistance
University of Maryland at Baltimore, Dept. of Psychiatry
680 West Lexington St., 10th fl., Baltimore, MD 21201
Ph: 888/706-0980 Email: csmha at umpsy.umaryland.edu
http://csmha.umaryland.edu
++++++++++++++++++++++++++++++++++++++++++
THIS IS THE END OF THIS ISSUE OF ENEWS
Below is a brief description of our Center.
++++++++++++++++++++++++++++++++++++++++++
WHO ARE WE?
Under the auspices of the School Mental Health Project in the
Department of Psychology at UCLA, we established a Center
for Mental Health in Schools in 1995. The Project and Center are co-
directed by Howard Adelman and Linda Taylor. The UCLA Center
is one of two national centers initially funded in October 1995 by
the Office of Adolescent Health, Maternal and Child Health Bureau
(Title V, Social Security Act), Health Resources and Services
Administration (Project #U93 MC 00175). Both Centers were refunded
in October 2000 (for a 5 year cycle) with the Substance Abuse and
Mental Health Services Administration's Center for Mental Health Services
joining HRSA as a co-funder.
Our group at UCLA approaches mental health and psychosocial
concerns from the broad perspective of addressing barriers to
learning and promoting healthy development. Specific attention is
given policies and strategies that can counter fragmentation and
enhance collaboration between school and community programs.
We are involved in model development and implementation,
training and technical assistance, and policy analysis. Our
activities include gathering and disseminating information,
materials development, direct assistance, and facilitating
networking and exchanges of ideas.
For more information about the Center or about ENEWS, contact
Center Coordinator Perry Nelson or Center Co-Directors Howard
Adelman, or Linda Taylor at UCLA School Mental Health
Project/Center for Mental Health in Schools
Voice: (310) 825-3634 Fax: (310) 206-8716
E-mail: smhp at ucla.edu
Web Site: http://smhp.psych.ucla.edu
Write: School Mental Health Project/
Center for Mental Health in Schools
Dept. of Psychology, UCLA , Box 951563,
Los Angeles, CA 90095-1563.
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