[mentalhealth-l] ENEWS: April, 2004 (Vol. 8 #7)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Thu Apr 1 09:04:02 PST 2004
ENEWS: A Monthly Forum for Sharing and Interchange
April, 2004 (Vol. 8 #7)
Source: UCLA SCHOOL MENTAL HEALTH PROJECT/
CENTER FOR MENTAL HEALTH IN SCHOOLS
WHAT IS ENEWS? (For those who don't know) This is another link for those
concerned with enhancing policies, programs, and practices related to
barriers to student learning and to promoting mental health in schools. It
augments the other ways our Center shares information and facilitates
Feel Free to Forward This to Anyone
WHAT'S HERE THIS MONTH
>Obesity and Mental Health Implications
**News from Around the Country
**This Month's Focus for Schools to Address Barriers to Learning
>April - Spring Can Be a High Risk Time for Students
**Recent Publications Relevant to
>Children's Mental and Physical Health
>Family, Schools & Communities
>Policy, Law, Ethics, Finances & Statistics
**Upcoming Initiatives, Conferences & Workshops
**Calls for Grant Proposals, Presentations & Papers
**Updates from the two National Centers focusing on Mental Health in Schools
**Other Helpful Resources
**Training & Job Opportunities (including fellowships and scholarships)
**Comments/Requests/Information/Questions from the Field
To post messages to ENEWS, E-mail them to smhp at ucla.edu
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>>>>>Obesity and Mental Health Implications
A growing chorus is expressing the views that "there is a clear association
between obesity and depression and anxiety disorders among children and teens"
and "untreated depression is both the cause and effect of obesity."
At the same time, concern is being expressed that the new "campaign against
obesity" may have significant unintended negative effects. Among the
mental health consequences are an amplified self-consciousness and
embarrassment experienced by children and youth about their body size; possible
increases in peer and parent harassment; increased pressures to reach an
despite genetic predispositions. Those expressing this concern say there is an
alternative to campaigns that stigmatize those who are viewed by others as
They are calling for an emphasis on approaches that focus less on shaming and
blaming and more on promoting healthy physical, social, and emotional
>>Where do you weigh in on this? (pun intended -- forgive us) We look forward
to your comments (ltaylor at ucla.edu). We will post them on our website's New
Exchange at http://smph.psych.ucla.edu for others to read and respond.
**NEWS FROM AROUND THE COUNTRY
>SCHOOL BULLYING GETS LAWMAKERS' ATTENTION
"Seventeen states have anti-bullying laws on the books ... almost five
Columbine, a flurry of interest this year in 16 state legislatures shows
that it's an
increasingly common remedy to use state law to try to curb bullying...."
>FDA ADVISORY ABOUT ANTIDEPRESSANTS -- ESPECIALLY FOR CHILDREN
"The FDA issued a Public Health Advisory that provides further cautions to
physicians, their patients, and families and caregivers of patients about
the need to
closely monitory both adults and children with depression, especially at the
beginning of treatment, or when the doses are changed.... FDA is asking
manufacturers to change the labels of ten drugs to include stronger
warnings about ... depression and the emergence of suicidal ideation..."
(3/22/04 - http://www.fda.gov)
>14 STATES ASK U.S. TO REVISE PARTS OF THE EDUCATION LAW
"...14 states, most of which had their own systems for raising academic
performance in place before the federal No Child Left Behind law took
years ago, charged that as currently written, the law would brand too many
schools 'in need of improvement,' and thus squander limited resources..."
(New York Times 3/25/04)
>DROPOUTS TO SIGN ON DOTTED LINE IN CHICAGO
"The Chicago school system has a new requirement for would-be dropouts and
their parents -- they must sign a consent form warning of the possible
quitting school, including jail and unemployment." (CNN.com 2/27/04)
>MORE DEMANDS, FEWER COUNSELORS
"Many more districts have not been able to hire additional counselors, or
counselors' hours.... Educators worry that, especially in poorer districts,
counselors will mean fewer advocates for students ... this development will
widen the divide between the haves and havenots...."
(Christian Science Monitor 3/9/04).
>ELEMENTARY SCHOOLS PHASING OUT RECESS
"Facing the pressure to increase test scores under the federal No Child Left
Behind Act, school officials are enforcing regulations that bar the traditional
elementary school ritual of recess ... to give teachers more teaching
(Las Vegas Sun 3/9/04).
>NY CITY PLANS TO ELIMINATE MOST MIDDLE SCHOOLS
"New York City ... plan(s) to overhaul as many as two-thirds of the city's 218
middle schools, eliminating many of them, as part of a major effort to improve
schooling for young adolescents. In place of the middle schools, officials
recreate old-style kindergarten-through-eighth-grade grammar schools and open
new high schools...." (New York Times 3/3/04)
>NEW FEDERAL OFFICE TO HELP COMMUNITIES PREVENT CRIME &
"U.S. Justice Department's Office of Justice Programs announced the launching
of the Community Capacity Development Office which will assist communities
around America as they week to prevent crime, increase community safety, and
revitalize neighborhoods..." (U. S. Department of Justice Press Release
(Note: See our website's newly formatted "What's New" page for a current news
item posted each week).
"Ideally, we want the families and communities of young people to be able to
supply all that they need love, a secure childhood, adequate housing,
health care, a good education, discipline of character, a sense of personal
responsibility, and a commitment to their communities and their country."
White House Task Force for Disadvantaged Youth
**MONTHLY FOCUS FOR SCHOOLS TO ADDRESS BARRIERS TO LEARNING
To aid school staff in anticipating and planning for the predictable
come with the cycle of the schools year, the Center has developed 12 monthly
themes for a proactive agenda. (All 12 months are online at "Ideas for
Support at Your School This Month" http://smhp.psych.ucla.edu) Below is the
theme for April:
>>>>Spring Can Be a High Risk Time for Students. Time is running out for
catching up; decisions are made about who passes and who fails; end of year
celebrations bring pressures and perils.
Of special concern are youngsters who seem depressed. Recent policy initiatives
have focused renewed attention on youth suicide and depression. Unfortunately,
such initiatives often narrow discussion of causes and how best to deal with
problems. Through our website, practitioners can find a range of resources to
anticipate, prevent, and intervene early.
For a start, go to the Quick Find search and click on:
>Resilience/Assets (resources for enhancing protective factors and creating a
supportive school environment)
>Transitions (resources for supporting students in anticipating upcoming
changes related to changing grade, moving to a new school, graduation and post
>Depression (links to Center documents on Screening/Assessing Students;
Affect and Mood Problems; Suicide Prevention; and links to a variety of online
resources, as well as to Centers specializing in this topic).
A special resource for anyone with specific concerns about planning for risky
times at schools is the "Mental Health in Schools Practitioner Listserv" a
practitioners' network for assistance and for learning about what others
Contact smhp at ucla.edu to sign up for this weekly networking opportunity.
"You can have the best school system in the world with the best teachers in
But if a kid is frightened or scared to come to school, it won't matter.
That child won't be able to learn."
**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
>>CHILDREN'S MENTAL AND PHYSICAL HEALTH
Sexual orientation and risk among gay youth: Concerns and considerations for
school psychologists, (2004) T. Crespi & K. Berzinskas, School Psychologist
Childhood risk and protective factors and late adolescent adjustment in
minority youth, (2004), P. Smokowski, et al, Children and Youth Services
Review, 26(1) 63-91.
Ethnic identity and self-esteem: Examining the role of social context (2003) A
Umana-Taylor, Journal of Adolescence, 27(2) 139-146.
Navigating between cultures: The role of culture in youth violence, (2004) F.
Soriano, et al, Journal of Adolescent Health 34(3) 169-176.
Emergency psychiatry: How should emergency psychiatrists respond to school
violence? (2004) R. Glick, et al, Psychiatric Services 55:223-224.
Brief report: Test-retest reliability of self-reported adolescent risk
(2004) A. Flisher, et al, Journal of Adolescence, 27(2) 207-212.
The role of stressful life events in the development of depressive symptoms in
adolescence a longitudinal community study (2004) T. Waaktaar, et al, Journal
of Adolescence, 27(2) 153-163.
Parental familial vulnerability, family environment, and their interactions as
predictors of depressive symptoms in adolescents. (2004) T. Eley, et al.,
of the American Academy of Child and Adolescent Psychiatry, 43(3) 298-306.
The context of suicide: An examination of life circumstances thought to be
understandable precursors to youth suicide, (2004) C. Smyth, M. Maclachlan,
Journal of Mental Health, 13(1) 83-92.
An outcome evaluation of the SOS suicide prevention program (2004) R.
Aseltine, et al, American Journal of Public Health, 94(3) 446-451.
Harm minimization in school drug education: Final results of the School Health
and Alcohol Harm Reduction Project (2004) N. McBride, et al, Addiction, 99(3)
Reduced dropout rates among adolescent mothers receiving school-based prenatal
care, (2004) B. Barnet, et al, Archives of Pediatrics & Adolescent Medicine,
Lack of association between behavioral inhibition and psychosocial adversity
factors in children at risk for anxiety disorders (2004) D.
Hirshfeld-Becket, et al,
The American Journal of Psychiatry, 161: 547-555.
Adolescent social relationships and the treatment process: Findings from
quantitative and qualitative analyses (2003) K. Riehman, et al, Journal of Drug
Issues, 33(4) 865-896.
>>>FAMILIES, SCHOOL & COMMUNITY
School mobility and achievement: A meta-analysis (2003) M. Mehana & A.
Reynolds, Children and Youth Services Review, 26(1) 93-119.
Losing our future: How minority youth are being left behind by the graduation
rate crisis (2004) G. Orfield, et al, Urban Institute (http://www.urban.org)
Parent involvement in elementary school and educational attainment (2004) W.
Barnard, Children and Youth Services Review, 26(1) 39-62.
Inside the black box: Exploring the "content" of after-school, (2004) Forum for
Youth Investment (http://www.forumforyouthinvestment.org)
Building comprehensive community care systems (2004) R. Manderscheid & G.
Hutchings, Journal of Mental Health, 13(1) 37-41.
Adolescent coping and neighborhood violence: Perceptions, exposure, and urban
youths' efforts to deal with danger (2004) A. Rasmussen, et al, American
of Community Psychology, 33(1) 61-75
Making good decisions about confidentiality in child welfare (2004) Legacy
Family Institute (http://www.legacyfamilyinstitute.org)
Using interventions that exist in the natural environment to increase treatment
integrity and social influence in consultation (2004) T. Riley-Tillman and S.
Chafouleas, Journal of Education and Psychological Consultation, 14(2),
Emotional support from parents early in life, aging, and health (2004) B.
al, Psychology and Aging, 19(1) 4-12.
>>>POLICY, LAW, ETHICS, FINANCES & STATISTICS
Who graduates? Who doesn't? A statistical portrait of public high school
graduation (2004) C. Swanson, Urban Institute (http://www.urban.org)
Investing in learning: School funding policies to foster high performance
Committee for Economic Development (http://www.ced.org)
Breaking Ranks II: Strategies for leading high school reform (2004) National
Association of Secondary School Principals (http://www.nassp.org).
The environment of childhood poverty, (2004) G. Evans, American Psychologist,
Pulling together: Civic capacity and urban school reform (2003) D. Shipps,
American Educational Research Journal, 40(4) 841-878.
National service in America: policy (dis)connections over time (2004)
Information & Research on Civic Learning & Engagement
Evidence-based public health: Moving beyond randomized trials (2004) C.
Victora, et al, American Journal of Public Health, 94(3) 400-405.
(Note: the Quick Find topic search menu on our website is updated regularly
new reports and publications such as those listed above. Currently there
100 topics with direct links to our Center materials and to other online
and related centers. Http://smhp.psych.ucla.edu) Let us know about publications
and reports that should be shared.
"I was good at everything, honest, everything! until I started being here
you. I was good at laughing, playing dead, being king! Yeah, I was good at
everything! But now I'm only good at everything on Saturdays and Sundays."
The Geranium on the Window Sill Just Died But Teacher You Went Right On
**UPCOMING INITIATIVES, CONFERENCE, WORKSHOPS
>School Social Work - The Bridge to Educational Achievement,, School Social
Work Association of America, April 15-17, San Francisco, CA.
>Linkages to Learning Institute, April 21-23, Atlanta, GA
>Popular Education and Social Change: Making Local/Global Connections, April
24-25, Madison, WI (http://www.seedlink.org)
>What Works: Innovations in Conflict Resolution Education: Early Childhood to
Higher Education, May 5-8, Columbus, OH
>Building on Family Strengths, May 6-8, Portland, OR (http://www.rtc.pdx.edu)
>Strength Based Services International Annual Conference, May 16-18,
Richmond, VA (804-264-9666)
>Justice for All: Fighting for America's Mental Health, National Mental Health
Association Annual Conference, June 9-12, 2004, Washington, DC
>Crossroads: Critical Issues in Community-Based Research Partnerships, June
10-13, Hartford, CT (http://www.incommunityresearch.org)
>Get Jazzed about School-Based Health Care!
National School-Based Health Care Convention.
National Assembly on School-Based Health Care, June 17-19, New Orleans, LA
>Anti-Bullying Conference and Gathering, June 20-22, Anchorage, AK
>The changing faces of rural mental health, June 24-27, Boulder, CO, National
Association of Rural Mental Health (http://narmh.org/)
>Positive Outcomes for Court-Involved Youth: Prevention, Education,
June 24-26, Denver, CO (http://www.edjj.org)
>Educating Minds and Hearts: Safe Schools, Healthy Character Development,
Academic Success and Social Emotional Education, July 6-9, New York, NY
>Partners for Success: Linking Communities, Families and Schools, July 11-13,
Kansas City, MO (http://www.indep.k12.mo.us)
>National Forum on Education Policy, July 13-16, Orlando FL
(For more conference announcements, refer to our website at
http://smhp.psych.ucla.edu. Go to Contents, then click on Upcoming
Conferences. If you want to list your conference, please email
ltaylor at ucla.edu).
"Character is what you do when no one is looking."
**CALLS FOR GRANT PROPOSALS, PRESENTATIONS & PAPERS
**See the "electronic storefront" for Federal Grants at http://www.grants.gov.
>>U. S. Department of Education (http://www.ed.gov)
>>Partnerships in Character Education. Deadline 4/9/04.
>>Training & Information for Parents of Children with Disabilities
Community Parent Resource Centers. Deadline 4/16/04.
>>Smaller Learning Communities. Deadline 4/29/04.
>>Safe Schools/Health Students. Deadline 7/6/04.
>>Mentoring Grants. Deadline 7/9/04
>>Emergency Response Plans for School Safety Initiative. Deadline 7/9/04.
>>Substance Abuse and Mental Health Services Administration
>>Statewide Consumer Network Grants. Deadline 4/7/04.
>>Statewide Family Network Grants. Deadline 4/7/04.
>>National Training and Technical Assistance Center for Child and
Adolescent Mental Health Cooperative Agreement. Deadline 5/21/04.
>>Youth Transition into the Workplace Grants. Deadline 5/27/04.
>>Child and Adolescent Mental Health and Substance Abuse State
Infrastructure Grants. Deadline 6/3/04.
>>Health Resources and Services Administration
>>School Based Health Centers (HRSA-04-033) Due 5/1
>>American Psychological Foundation (http://www.apa.org/apf)
>>Request for proposals for research-based programs on violence prevention
and intervention. Deadline 8/15.
>>National Institute of Health (http://grants1.nih.gov)
>>Effectiveness, Practice, and Implementation in CMHS's Children's
Services Sites (PA-04-019) Deadlines June 1, October 1.
(Note: If you want to Surf the Internet for Funds, go to
Click on Quick Find, scroll down to Center Responses to FINANCING AND
FUNDING. Provides links to funding sources and our Quick Training Aid on
Financing Strategies to Address Barriers to Learning)
>>CALLS FOR PAPERS
>>Proposals for presentations at the Sixteenth Annual National Dropout
Prevention Network Conference on Oct. 30-Nov 3, Orlando, FL. Deadline 4/16.
"Education's purpose is to replace an empty mind with an open one."
**UPDATES FROM THE TWO NATIONAL CENTERS FOCUSING ON MENTAL HEALTH IN SCHOOLS
^ ^ ^ Updates from our Center at UCLA
**Summits Initiative: New Directions for Student Support
>Interested in having a statewide Summit on New Directions for Student
Support? See the information at http://www.smhp.psych.ucla.edu/ (Click on the
green button labeled Summits on New Directions). We have been hearing from
folks in RI, TN, TX, CT, NJ, and discussions are underway about convening
planning groups in these states. Interested parties should contact:
ltaylor at ucla.edu.
>Join in the follow-up efforts stemming from the Summits Initiative in
Wisconsin, California, and Minnesota (and in Indiana after their statewide
Summit on April 26th). In each of these states, a group of Summit
other recommended state leaders are forming a Steering Group to follow up
momentum and plans made at the state Summit. Steering groups set priorities
about next steps. (Examples include writing an overview brief on the need
general concepts for moving in new directions; developing a "social marketing"
campaign aimed at specific groups and key leaders; holding a series of top
meetings with key groups, such as state department of education, major school
districts, board of education leaders, union leaders, key legislators;
school districts that are ready to move). Work groups will be convened soon to
follow up on specific tasks. If you are interested in being part of the
work groups, contact: ltaylor at ucla.edu
>"Integrating Agenda for Mental Health in Schools into the Recommendations
of the President's New Freedom Commission on Mental Health" This brief
prepared by the two national centers focused on mental health in schools
revised based on the feedback from the field. It is online at
http://smhp.psych.ucla.edu. Our thanks to all who provided feedback. Feel
copy and share this with others. Let us know if there are leaders to whom you
want us to send a copy. Contact: ltaylor at ucla.edu
>"Resource Synthesis to Help Integrate Mental Health in Schools into the
Recommendations of the Presidents New Freedom Commission on Mental
Health" This synthesis highlights a set of readily accessed online resources
relevant to integrating the agenda for mental health in school into the
recommendations of the President's New Freedom Commission on Mental
Health. The document was just revised based on the feedback from the field.
(Thanks to all who provided feedback.) It is online at
Feel free to copy and share this with others. Let us know if there is
whom you want us to send a copy. Contact: ltaylor at ucla.edu
**Update on States developing Systems for Learning Support
>Iowa state department of education has pursued a year long process to
redesign their Success4 initiative. A high level design team of state
leaders and a
broad stakeholders group of school and community partners is nearing completion
of a design for a Learning Supports component for schools and for connecting
schools and communities. The design will highlight frameworks encompassing a
broad intervention continuum and the implementation infrastructure at school,
district, community, region, and state levels.
>California Assembly Bill 2569 proposes development of a "Comprehensive
Pupil Learning Support System" at every school. The bill's author is Assembly
Speaker Pro Tem Leland Yee, a psychologist with in-depth experience working
with schools and school districts. It is in the process of hearings. To see the
legislation, go to
The pioneering work in Hawaii (e.g., their Comprehensive Student Support
System legislation) provided a helpful stimulus in launching this legislation.
If you have information on work that is advancing the concept of a system of
student learning supports designed to enhance student success in schools by
addressing barriers to learning, please let us know so we can include it in
answering the oft asked question "Where's It Happening?" (ltaylor at ucla.edu)
Contact us at SCHOOL MENTAL HEALTH PROJECT/
CENTER FOR MENTAL HEALTH IN SCHOOLS
UCLA Department of Psychology
Los Angeles, CA 90095-1563
Phone (310) 825-2624; Toll Free: (866) 846-4843; Fax (310) 206-8716
Email: smhp at ucla.edu
For more information go to the Center website: http://smhp.psych.ucla.edu
^ ^ ^ FOR UPDATES FROM OUR SISTER CENTER: "Center for School
Mental Health Assistance," see their website at http://csmha.umaryland.edu or
contact Mark Weist, Director, CSMHA, University of Maryland at Baltimore,
Department of Psychiatry, 680 W. Lexington St., 10th fl. Baltimore, MD 21201.
Phone (888) 706-0980. Email csmh at umpsy.umaryland.edu
"Accept that some days you're the pigeon
and some days you're the statue."
**OTHER HELPFUL RESOURCES
**Mental Health/Substance Abuse/Health
>Bullying in Schools (http://www.cops.usdoj.gov/mime/open.pdf?Item=272)
>HHS launches anti-bullying campaign: "Take A Stand: Lend A Hand. Stop
Bullying Now!" (http://www.stopbullyingnow.hrsa.gov)
>American Academy of Experts in Traumatic Stress online checklist for response
during and after a school-based crisis
>Exploring Stereotypes (grades 4-6) (http://www.teachablemoment.org/)
>Character Education and Civic Engagement Technical Assistance Center
>Center for Youth as Resources (http://www.cyar.org)
>Putting What Works to Work (http://www.teenpregnancy.org/works)
**Parents, Schools, Communities
>National Coordinating Committee on School Health and Safety
>The Forum for Youth Investment launches new web resource focused on
National Youth Policy devoted to tracking the implementation of the White House
Task Force for Disadvantaged Youth's recommendations
>School/Community Partnerships: Selected Resources
>School Survey and Crime and Safety (http://nces.ed.gov/surveys/ssocs/)
>Fact Sheets for After School Funding,
>National Collaboration for Youth establishes core competencies for paid and
volunteer staff who work with youth
(Note: for access to a wide range of relevant websites, see our "Gateway to a
World of Resources" at http://smhp.psych.ucla.edu)
**TRAINING AND JOB OPPORTUNITIES
After School Program Site Coordinator, Enfield, CT. Contact erfc at erfcinc.org
Doctoral-level interns in school psychology, Ossining, NY. Contact
mbhill at ossinging.k12.ny.us.
Department of Psychology, Ohio University, Athens, OH, postdoctoral fellowship
in school-based mental health. Need Ph.D. Contact owensj at ohio.edu.
Consultation Center and Division of Prevention and Community Research of the
Department of Psychiatry, Yale University School of Medicine, New Haven, CT.
Deadline 4/30. Contact joy.kaufman at yale.edu
The Child Study Center and Prevention Research Center, Penn State University,
University Park, PA. (Http://www.cyfc.psu.edu)
Johns Hopkins Medical Institutions, The Division of Child and Adolescent
Psychiatry, Baltimore, MD. Deadline 4/30. Contact Rick Ostrander, 600 N.
Wolfe St., Baltimore, MD 21287-3325.
National Rural Behavioral Health Center, Department of Clinical and Health
Psychology, University of Florida, Gainesville, FL. (Http://www.nrbhc.org)
Centennial School of Lehigh University, PA. Contact gjd3 at lehigh.edu.
Assistant Professor School Counseling Program, Psychology Department, Lew
University, Romeoville, IL. Contact hr at lewisu.edu.
School Psychology, Winthrop University, Rock Hill, SC.
University of Hawaii's Center on the Family. Contact debarysh at hawaii.edu.
(For more information on employment opportunities, see
http://smhp.psych.ucla.edu. Go to Contents, scroll down to Jobs. Following the
listing of current openings, you will see links to HRSA, SAMHSA, and other
relevant job sites.
"When you get to the end of your rope, tie a knot and hang on."
Franklin D. Roosevelt
**COMMENTS/REQUESTS/INFO/QUESTIONS FROM THE FIELD
>> "... news from New Jersey: Have you heard about the new plan for continuous
care (including prevention) in the NJ Child Welfare System? Resources are going
into a complete and well thought out new organizational set up. All this is
to lots of work by lots of people over the last 25 years. Included is a
the School Based Youth Services Program over the next 5 years. It has become
clear that the need for a mental health type person who can do 'Whatever it
to help a particular kid and family is what is often needed and requested.
who can look at the whole picture and stay by the kids and families as they
community based services."
>>>"Can you publicize the threat to the Even Start Family Literacy Partnership
Program? Even Start works with families, all members living in a household,
living at the federal poverty level with at least one child between 0 - 7.
are engaged in the program for usually no less than two years, many for three.
There are four components to family literacy: early childhood age-appropriate
education, parent-child interactive literacy, parenting education to be one's
children's first teacher and partner in their education, and adult education to
promote economic self-sufficiency for the family.
THIS IS THE END OF THIS ISSUE OF ENEWS
Below is a brief description of our Center at UCLA. For more see our
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 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 #U93MC00175). Both Centers were refunded in October, 2000, for a 5
year cycle with Substance Abuse and Mental Health Services Administration's
Center for Mental Health Services joining HRSA as a co-funder. As sister
Centers, the Center at UCLA and the one at the University of Maryland provide
support (training and technical assistance) for mental health and psychosocial
concerns in schools.
Our group at UCLA approaches mental health concerns from the broad
perspective of addressing barriers to learning and promoting healthy
Activities include gathering and disseminating information, materials,
development, direct assistance, and facilitating networking and exchanges of
ideas. We demonstrate the catalytic use of technical assistance, internet
publications, resource materials, and regional and national meetings to
interest in program and systemic change.
Specific attention is given to policies and strategies that can (a) counter
fragmentation and enhance collaboration between school and community
programs, and (b) counter the marginalization of mental health in
staff are involved in model development and implementation, training and
technical assistance, and policy analysis. We focus on interventions and range
from systems for healthy development and problem prevention through treatment
for severe problems and stress the importance of school improvement and
systemic change. There is an emphasis on enhancing collaborative activity that
braids together school and community resources. The Center works to enhance
network building for program expansion and systemic change and does catalytic
training to stimulate interest in such activity. We connect with major
foundations, associations, governmental, and school and mental health
Evaluations indicate the Center has had considerable impact in
network of professionals advancing the field of mental health in schools and in
changing policies and practices.
For more information about the Center or about ENEWS, contact
Center Coordinator Perry Nelson or
Center Co-Directors Howard Adelman and Linda Taylor at:
UCLA School Mental Health Project/Center for Mental Health in Schools
Box 951563, Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4843; Fax (310) 206-8716
email: smhp at ucla.edu; Website: http://smhp.psych.ucla.edu
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