[mentalhealth-l] ENEWS: December, 2004 (vol. 9 #3)

mentalhealth-l at lists.ucla.edu mentalhealth-l at lists.ucla.edu
Wed Dec 1 14:30:31 PST 2004

ENEWS: A Monthly Forum for Sharing and Interchange

December, 2004 (vol. 9 #3)

Source: UCLA School Mental Health Project/
          Center for Mental Health in Schools

ENEWS is one of many resource our Center offers to those concerned with 
enhancing policies, programs, and practices related to addressing barriers 
to student learning and to promoting mental health in schools. For more on 
what our federally supported Center can provide, 
see  http://smhp.psych.ucla.edu

Feel Free to Forward This to Anyone


**Emerging Issue
         >Legislators' concerns about mental health screening

**News from Around the Country

**This Month's Focus for Schools to Address Barriers to Learning
         >December – Re-engaging Students: Using a student's time off in 
ways that pay off!

**Recent publications Relevant to
         >Children's Mental and Physical Health
         >Family, School & Community
         >Policy, Systems, 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 ltaylor at ucla.edu

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and follow the directions to sign up. Alternatively, you can
send an email request to smhp at ucla.edu, asking to be added
to the ENEWS listserv.


         >>>>Legislators' concerns about mental health screening

On a regular basis, legislators at federal and state levels express concern 
about some facet of the agenda for mental health in schools. A current 
focus is on screening to identify mental health and psychosocial problems. 
The issue was highlighted recently in Psychiatric News (published by the 
American Psychiatric Association) in an online article entitled: "Plan to 
Detect Depression Alarms Some Lawmakers": 
–  http://pn.psychiatryonline.org/cgi/content/full/39/19/8

As with most such debates, those in favor emphasize the benefits (e.g., "By 
screening for depression we can identify problems early, and we can also 
prevent some suicides."). Those against a given practice stress the costs. 
For example, in the article cited above, it is suggested that "Opposition 
... appears to stem from concern about government overreach ... and from 
public anxiety about the use of medications in children...." A state 
legislator is quoted as saying: "We want all of our citizens to have access 
to mental health services, but the idea that we are going to run everyone 
through some screening system with who knows what kind of values applied to 
them is unacceptable." As the pros and cons are argued, few take the time 
to lay out a cost-benefit analysis.

What do you think about screening for depression in schools?  What would 
you say to a legislator about the pros and cons of schools implementing 
such screening for all students?

Send your comments to ltaylor at ucla.edu.

Here's the position of one leader in the mental health field:
"No one is concerned about screening kids and medicating them for diabetes. 
But having a public health conversation around prevention of psychiatric 
disorders is not quite digestible yet."
                 Carl Bell



On October 21, 2004, President Bush signed the S. 2634 the Garrett Lee 
Smith Memorial Act to amend the Public Health Service Act to support the 
planning, implementation, and evaluation of organized activities involving 
statewide youth suicide early intervention and prevention strategies, to 
authorize grants to institutions of higher education to reduce student 
mental and behavioral health problems. Http://thomas.loc.gov


SAMHSA announced a grant to the Mental Health Association to New York City 
to manage a toll-free national suicide prevention hotline network of local 
crisis centers that can link callers to local emergency, mental health and 
social services. http://www.samhsa.gov


Proposition 63, passed in the November election, provides funding to 
counties to expand and develop innovative, integrated mental health 
services, and expand prevention and early intervention programs. 


"A new tutoring program for 37,000 students by Chicago public school 
teachers should never have started because it will likely have teachers in 
failing schools tutoring kids, a federal official said.... Schools CEO vows 
to carry on with the program as is. The feds want him to shift the nearly 
37,000 students to private tutors, who are more expensive. If he did that, 
only about 9,000 of the 37,000 could be served.... The Illinois State Board 
of Education plans to ask the feds for a one-year exemption for Chicago and 
10 other districts...."  (Chicago Sun-Times, 10/21/04)


"The U.S. Department of Justice Office of Community Oriented Policing 
Services has announced grants to add additional School Resource Officers to 
the nation's schools. These grants are being awarded to 73 law enforcement 
agencies in 30 states. Some SROs support the education process by 
contributing to classes on state and local law, health classes about 
substance abuse, and driver education instruction. SROs in some communities 
also monitor and mentor troubled students, serve as coaches, and remain 
on-duty during school sponsored extra-curricular activities." 


"There used to be pats on the back, or pizza parties, but not it's prepaid 
credit cards and new-car lotteries.  What's next in the effort to get 
student to go to class? ... Nationwide, schools are turning to incentives 
in the face of the federal No Child Left Behind education law that requires 
every school to report truancy figures. Attendance is a factor that helps 
determine whether schools go on the ‘needs improvement' list, which can 
force them to let students transfer and lose some government 
funding...."  Associated Press, 10/24/04 http://www.boston.com

Here's another perspective on the attendance problem:
"Truancy efforts aren't going to make much difference if instruction isn't 
good and if kids don't perceive it to be useful. It doesn't make a lot of 
sense to bring in all these students if you haven't addressed the deeper 
                 Richard Murnane

Each week the Center highlights a newsworthy story online at 

Also, access other news stories relevant to mental health in schools 
through the links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm


December – Re-engaging Students: Using a student's time off in ways that 
pay off!

By December, school staff and students know that for some students "it 
isn't working." Since giving up is no option, we need to focus on 
re-engagement.  December is a time for mid-course corrections to turn this 
all a around.  A time to think how we might do things differently to get 
the results we want. Ideas for support staff and teachers on turning things 
around before winter break, enrichment opportunities during winter break, 
with plans on how to follow up immediately after students return to school, 
see http://smhp.psych.ucla.edu and click on Ideas for Enhancing Support at 
Your School This Month and scroll down to December.  There you will see 
strategies for understanding why some students are not engaged in classroom 
learning, changes that might be made in the classroom, strategies for 
strengthening relationships, and more.

Also see the newly posted Fact Sheet online "About School Engagement and 
Re-Engagement" at 
This analysis of the research provides a strong evidence base for 
addressing school engagement.

See the overview of monthly themes to anticipate and plan most effective 
use of resources for prevention. Http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf

Teacher-to-student: "I know you like recess and lunch best,
but there must be something else about school you like."



 >Predictors for emotionally distressed adolescents to receive mental 
health care (2004) C. Kodjo & P. Auinger, Journal of Adolescent Health, 
35(5) 368-373.

 >Adolescent risk taking: When and how to intervene (2004) D. Husted & N. 
Shapira, Psychiatry Online, 3(10) 

 >Anxiety prevention programs for youth: Practical and theoretical 
considerations (2004) G. Ginsburg, Clinical Psychology: Science and 
Practice 11(4) 430-434.

 >Youth violence perpetration: What protects?  What predicts?  Findings 
from the National Longitudinal Study of Adolescent Health (2004) Journal of 
Adolescent Health, 35(5) 424-433.

 >Youth violence: Opportunities for intervention (2004) C. Irwin, Journal 
of Adolescent Health, 35(5) 347-349.

 >Preventing violence and related health-risking social behaviors in 
adolescents (2004) L. Chan, et al., Agency for Healthcare Research and 
Quality.  Http://www.ahrq.gov/clinic/epcsums/adolvisum.htm

 >It's not what you say, it's how many different ways you can say it: Links 
between divergent peer resistance skills and delinquency a year later 
(2004) J. Wright, et al, Journal of Adolescent Health, 35(5) 380-391.

 >Evidence-based treatments in child abuse and neglect (2004) M. Chaffin & 
B. Friedrich, Children and Youth Services Review, 26(11) 1097-1113.

 >An exploration of the relationship between youth assets and engagement in 
risky sexual behaviors (2004) A. Evans, et al, Journal of Adolescent 
Health, 35(5) 434-440.

 >Mental Health Treatment for Youth in the Juvenile Justice System: A 
Compendium of Promising Practices."  (2004) National Mental Health 
Association http://www.nmha.org/children/justjuv/

 >Inhalant abuse and dependence among adolescents in the United States 
(2004) L. Wu, et al, Journal of the American Academy of Child & Adolescent 
Psychiatry 43(10) 1206-1214.

 >Risk factors for eating disorders (2004) C. Wiseman, et al, Eating 
Disorders, 12(4) 315-320.

 >Recovery-oriented professionals: Helping relationships in mental health 
services (2004) M Borg & K. Kristiansen, Journal of Mental Health, 13(5) 


 >Students' perceptions of school safety (2004) A. Kitsantas, et al, The 
Journal of Early Adolescence, 24(4) 412-430.

 >Attachment, friendship, and psychosocial functioning in early adolescence 
(2004) K. Dwyer, et al, The Journal of Early Adolescence, 24(4) 326-356.

 >The provider system for children's mental health: Workforce capacity and 
effective treatment (2004) J. Koppelman. National Health Policy Forum. 

 >The crucial role of the vanishing school nurse (2004) J. Halterman, 
Archives of Pediatrics & Adolescent Medicine, 158(11) 1091-2.

 >Perceived family support, negative mood regulation expectancies, coping, 
and adolescent alcohol use: Evidence of mediation and moderation effects 
(2004) S. Catanzaro & J. Laurent, Addictive Behaviors, 29(9) 1779-1797.

 >Are family meal patterns associated with disordered eating behaviors 
among adolescents?  (D. Neumark-Sztainer, et al, Journal of Adolescent 
Health, 35(5) 350-359.

 >Overcoming barriers to school reentry: Fact Sheet (2004) C. Roy-Stevens. 
Office of Juvenile Justice and Delinquency Prevention 

 >Implementing school-based substance abuse interventions: Methodological 
dilemmas and recommended solutions (2004) E. Wagner, et al, Addiction, 
99(2) 106-119.


 >Achieving successful dissemination of empirically supported 
psychotherapies: A synthesis of dissemination theory (2004) S. Stirman, et 
al, Clinical Psychology: Science and Practice 11(4) 343-359.

 >A public health perspective on the transport of evidence-based practices 
(2004) S. Schoenwald & S. Henggeler, Clinical Psychology: Science and 
Practice, 11(4) 360-363.

 >Four considerations for dissemination of intervention innovations (2004) 
B. Chorpita & B. Nakamura, Clinical Psychology: Science and Practice, 11(4) 

 >Violence in the family: Policy and practice disparities in the treatment 
of children (2004) A. Cowan & I Schwartz, Children and Youth Services 
Review, 26(11) 1067-1080.

 >A Two-tiered Education System (2004) D. Perkins-Gough, Educational 
Leadership, 62(3) 87-88.

 >Vouchers and public policy: when ideology trumps evidence (2004) H. Levin 
& C. Belfield, National Center for the Study of Privatization in Education, 

 >Educational attainment of high school dropouts 8 years later (2004) 
National Center for Educational Statistics. 

 >Dropout rates in the United States: 2001 (2004) National Center for 
Educational Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005046

 >Indicators of child, family, and community connections (2004) L. Lippman, 
U. S. Department of Health and Human 
Services.  http://aspe.hhs.gov/hsp/connections-charts04/index.htm

 >Creating the capacity for change (2004) T. Kolderie, Center for Policy 
Studies. Http://www.ecs.org/00CN2196

 >Measuring youth outcomes from alcohol and drug treatment (2004) S. Brown, 
Addiction, 99(2) 38-46.

 >Expanding the Research of Education Reforms (2004) T. Glennon, et al, 
RAND. Http://www.rand.org/rnbrd/1004/publications/RB/RB9078/

 >Exceptional returns: Economic, fiscal, and social benefits of investment 
in early childhood development (2004) R. Lynch, Economic Policy Institute 

 >Advances in child welfare: Innovations in child protection, adoptions and 
foster care (2004) D. Lindsey & I. Schwartz, Children and Youth Services 
Review, 26(11) 999-1005.

Note: the Quick Find online Clearinghouse on our website at 
http://smhp.psych.ucla.edu is updated regularly with new reports and 
publications such as those listed above.  Currently there are over 100 
alphabetized topic pages with direct links to relevant Center materials and 
to other online resources and related centers.  Let us know about 
publications and reports that should be included in this dedicated online 
clearinghouse. ltaylor at ucla.edu

"Middle grades present a tremendous test for even the best prepared and 
most highly motivated students.  Imagine the challenges for underprepared 
students.  And if they get off course in middle school, what are the odds 
that they can be rescued in high school?  History shows, they become lost 
and they stay lost."
                 Michael Bloomberg


 >National Truancy Prevention Conference, 12/6-8, Washington, DC. 

 >Federation of Families for Children' Mental Health, 12/10-12, Washington, 
DC. Http://www.ffcmh.org/conference.html

 >Community Anti-Drug Coalitions of American National Leadership Forum, 
1/11-13, Washington, DC.  Http://cadca.org/

 >Society for Social Work and Research, 1/13-16, Miami, FL, 

 >How to measure, monitor, manage & evaluate the effectiveness of your 
grants to generate results, 2/1-3, Washington, 
DC.  Http://www.aliconferences.com

 >At-Risk Youth National Forum, 2/20-23, Myrtle Beach, SC, 

 >National Afterschool Association, 2/24-26, San Antonio, TX. 

 >National Forum - Community Schools: The Time is Now!, 3/9-11, Chicago, 
IL. http://www.communityschools.org

 >Children, Youth, and Families at Risk, 5/25-27, Boston, 
MA.  Http://www.csrees.usda.gov/nea/family/cyfar/announcement.html

For more conference announcements, refer to our website conference section 
at http://smhp.psych.ucla.edu/upconf.htm.

If you want to list your conference, please email ltaylor at ucla.edu


"We just missed the school bus."

                 "Don't worry, I heard the Principal say no child will be 
left behind."



**See the electronic storefront for Federal Grants at http://www.grants.gov

**If you want to Surf the Internet for Funds, go to the Quick Find topic 
page on Financing and Funding at http://smhp.psych.ucla.edu/qf/p1404_02.htm

A few sites and grants of particular interest:

 >U. S. Department of Education. See http://www.ed.gov
         >>Research on Education Finance, Leadership and Management 
(84.305E) Deadline 12/16/04.
         >>Field Initiated Evaluation of Education Innovations (84.305F) 
Deadline 12/16/04.

 >Substance Abuse and Mental Health Services Administration 
         >>State Adolescent Substance Abuse Treatment Coordination (TI 
05-006) Deadline 1/12/05

 >Center for Disease Control and Prevention (http://www.cdc.gov)
 >>Grants for Violence-Related Injury Prevention Research: Youth violence, 
suicidal behavior, child maltreatment, intimate partner violence, and 
sexual violence (CE05-012) Letter of Intent Due 12/6/04.

 >>Cooperative agreement program for the National Academic Centers of 
Excellence on Youth Violence Prevention (CE05-018) Letter of Intent Due 

 >>Conference Support Program, Letter of Intent Due 2/3/05.
 >Health and Human Services, Health Resources and Service Administration, 
Maternal and Child Health Programs. 
 >>State Agency Partnerships for Promoting Child and Adolescent Mental 
Health, Application available 2/1/05, deadline 4/1/05.

 >>Service expansion for mental health and substance abuse, and oral health 
in programs funded under the Health Centers Consolidation Act of 1996 
(HRSA-05-103) Deadline 1/7/05.

 >>School Mental Health Program and Policy Analysis Centers (HRSA-05-034) 
Deadline 2/05

"Why does history repeat itself?"
         "Because we weren't listening the first time!"


^   ^   ^   Updates from our Center at UCLA

 >New Directions for Student Support Initiative
The Connecticut Summit on November 9th added a 6th state to the national 
network of key education leaders working to move learning supports into the 
mainstream of school improvement. It is encouraging to see the burgeoning 
interest and effort for new directions for student support.  The various 
pioneering and trailblazing efforts across the country are increasing 
clarity about the type of systemic changes that are required to 
succeed.  Plans for Summits in New York in March and Iowa in April are 
underway. Education leaders in New York and Iowa are urged to contact us if 
they want to attend (participation is limited to 60-70 invitees). Those in 
other states interested in having a statewide summit should contact -- 
ltaylor at ucla.edu
For more information on the initiative, see our website 

 > A Few Resources for Creating Readiness for New Directions for Student 
To begin with:

 >>See the brief concept papers, talking points, Q & A – after reviewing 
these resources, feel free to download, adapt, and share – online at 

 >>Also see the documents developed for the Outreach Campaign - online at 

 >>Also helpful may be "Where's it Happening? New Directions for Student 
Support" - online at 

 >>In outreaching to school board members to enhance their readiness, see 
"Restructuring Boards of Education to Enhance Schools' Effectiveness in 
Addressing Barriers to Student Learning" - online at 

To enhance momentum when a school or district is ready to move, the various 
resources listed above still may be helpful, and additional specific tools 
are listed below:

 >>See "About Infrastructure Mechanisms for a Comprehensive Learning 
Support Component." It has ideas for leadership, resource coordination, and 
working with a feeder pattern to improve learning support. Download at - 

 >>To build on the brief concept papers, see "New Directions for Student 
Support" (a bit longer concept paper) - online at 

 >>For specific aids, see "Resource Aids for Rethinking Student Support to 
Enable Students to Learn and Schools to Teach" - (a tool kit that also 
includes a copy of the above concept paper) - online at 

 >>One of the tools in the Resource Aids tool kit is the "Guidelines for a 
Student Support Component" - online separately online 
at  http://smhp.psych.ucla.edu/pdfdocs/studentsupportguidelines.pdf

 >>The above Guidelines have a supporting document outlining rationale and 
research- online at -- 

 >>With respect to policy, see the "Example of Legislation for a 
Comprehensive Student Support Component" http://smhp.psych.ucla.edu 
"Summits: Example of Legislation"
The Center has a variety of ways (materials, TA, training) to help in your 
efforts to move in new directions for student support. (Most of the 
Center's resources are available at no cost and others require only 
reimbursement of Center costs). As a starting point, see the resources 
listed above and then go to the Center website to see the extensive list of 
Center materials, Quick Finds, etc. http://smhp.psych.edu/

AND, be certain to let us know if we can provide additional resources or 
assistance as you move forward.
*****As always, we would like to hear more from you about what local 
schools and districts are doing to strengthen learning support (e.g., 
please share any policy statements for a learning support component; 
infrastructure designs for pursuing such a component; comprehensive 
learning support frameworks and any related guidelines, standards, 
accountability indices, leadership job descriptions, etc.). Examples of 
what others are sharing about their new directions are compiled into a 
document entitled "Where's it Happening? New Directions for Student 
Support" which is updated regularly  as we receive detailed descriptions 
from other places. It is online at 
http://smhp.psych.ucla.edu/pdfdocs/wheresithappening/overview.pdf. And, of 
course, at each statewide summit, we highlight where its happening in the 

 >>On the Online Clearinghouse Quick Find -- New topic: "Involving 
Stakeholders;" see
http://smhp.psych.ucla.edu/qf/stakeholders.htm  Includes links to relevant 
Center produced materials, links to other online documents, and to Centers 
focusing on this topic.  If you know of materials that should be added, 
please let us know. (Ltaylor at ucla.edu)

For more information on the Center's activities contact:

Howard Adelman and Linda Taylor, Co-Directors
UCLA Department of Psychology
Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4843; Fax (310) 206-8716
Email: smhp at ucla.edu
For more information go to the Center website at http://smhp.psych.ucla.edu

^   ^   ^   FOR UPDATES FROM OUR SISTER CENTER "Center for School Mental 
Health Assistance," see their revised website at http://csmha.umaryland.edu 
for resources and information. Or contact Mark Weist, Director, CSMHA, 
University of Maryland at Baltimore, Department of Psychiatry. Note that 
CSMHA has a new address: 737 W Lombard St., 4th Floor, Baltimore, MD 
21201.  Tool free Phone: 888-706-0980.  Email csmh at umpsy.umaryland.edu.

How many members of a collaborative does it take to change a lightbulb?
         >14 to share similar experiences
         >7 to caution about the dangers
         >27 to point out errors in process
         >6 to argue whether it's "lightbulb" or "light bulb"
         >1 to take leadership for action


*Mental Health/Substance Abuse/Health

 >Identifying and treating attention deficit hyperactivity disorder: A 
resource for school and Home, US Department of Education at 

 >Adolescent Treatment Admissions, 1992-2002, Substance Abuse and Mental 
Health Services Administration at http://oas.samhsa.gov/2k4/youthTX/youthTX.cfm

 >Alcohol Dependence or Abuse and Age at First Use at 

 >Child and Adolescent Depression and Anxiety Tool Kit, Center for Children 
with Special Needs at http://www.cshcn.org/resources/mentalhealthtoolkit.cfm

 >Building a bridge from birth to school: Improving developmental and 
behavioral health services for young children, The Commonwealth Fund, at 

 >The U.S. Surgeon General's Family History Initiative's "My Family Health 
Portrait" at http://www.hhs.gov/familyhistory

 >A Family Guide to keeping youth mentally healthy & drug Free at 

 >Children's Health Topics: Behavioral/Mental Health, American Academy of 
Pediatrics, at http://www.nassembly.org/fspc/

 >Put downs & comeback: How to respond to a discouraged kid, 

 >Ohio State Board of Education Anti-harassment/bullying policy, 

 >National PTA resources on bullying, http://www.pta.org/bullying/index.asp

 >"The Cool Spot," National Institute on Alcohol Abuse and Alcoholism 
website for middle school students, http://www.thecoolspot.gov

*Parents, Schools, Communities

 >Teacher Working Conditions Toolkit at 

 >Council of Urban Boards of Education at http://www.nsba.org.

 >National Center for School Engagement at http://www.truancyprevention.org

 >Help to Prevent Bullying, School Social Work Association of America 
Resolution, at http://www.sswaa.org

 >Medicaid in the schools resource guide online, Healthier School New 
Mexico, at http://www.healthierschools.org/mits/mitsman1.html

 >Family Strengthening Policy Center, at http://www.nassembly.org/fspc/

 >National Clearinghouse for Comprehensive School Reform at 

 >Annenberg Institute for School Reform at http://www.annenberginstitute.org

 >Framework for supporting human resources systems in school districts, at 

 >High School survey of student engagement, http://www.iub.edu/~nsse/hssse/

 >A guide for professionals serving youth with educational and career 
development challenges, 

 >New Traditions: options for rural high school excellence, 

 >Office of Juvenile Justice and Delinquency Prevention Model Programs 
Guide, http://www.dsgonline.com/Model_Programs_Guide/Web/mpg_index.htm

 >State Juvenile Justice profiles, http://www.ncjj.org/stateprofiles/

 >All students reaching the top: Strategies for closing academic 
achievement gaps, http://www.ncrel.org/gap/studies/allstudents.pdf

 >Children born in 2001: first results from the base year of the early 
childhood longitudinal study, 

 >Urban Parks as partners in youth development, 

Note: for access to a wide range of relevant websites, see our Gateway to a 
World of Resources at http://smhp.psych.ucla.edu



<Executive Director>
The University of North Carolina at Charlotte, Institute for Social 
Capital. For information contact DirectorISC at uncc.edu.

<Research Analyst>
Annenberg Institute for School Reform, Brown University, RI. See 

Center for Excellence in Family Studies, Human Development & Family 
Studies, University of Wisconsin-Madison. For information see 

Interdisciplinary research in Children, Youth, and Families at Texas A&M 
University, College Station, TX. See http://cyf.tamu.edu.

<Research Associate>
Department of Psychology, Michigan State University, East Lansing, 
MI.  Research in community building and systems change to reduce 
educational economic disparities in Battle Creek, MI.  See 

<Assistant Professor>
University of Illinois, Department of Human and Community Development, 
Urbana, IL.  See http://www.aces.uiuc.edu/~hcd/

Department of Counseling at Indiana State University, Terre Haute, IN.  See 

<Public Health>
Professor or Associate Professor of Public Health Education, School of 
Health and Human Performance, University of North Carolina at Greensboro. 
See http://www.uncg.edu/phe/

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.

"My teacher says I'm an underachiever, but I think she's an overexpecter!"
                 Aaron Bacall

**Comments/Requests/Info/Questions from the field

 >From The Mental Health Association of Greater Chicago 
–  http://www.mentalhealthchicago.org/programs.php– "Our publication The 
Mental Health Handbook for Teachers and Counselors and the Adolescent 
Mental Health Handbook have now been published.  Info about the Handbooks, 
and evaluations are on our website."

 >"I just read the paper ‘Connected by 25: Improving the Life Changes of 
the Country's Most Vulnerable 14-24 Year Olds.' http://www.hewlet.org/ I 
think it emphatically portrays what we face if schools (and other societal 
institutions ) do not make progress in addressing barriers to learning."

 >Here are some of the responses we received related to last month's 
Emerging Issue on "Policing in schools experiencing frequent violence:"
 >>"While nobody suggests being alarmist or overreactive, we must have 
reasonable security measures to create a secure environment in which 
education, prevention and intervention services can be safely and 
effectively delivered. Unfortunately, too many adults (including 
professionals in this field) argue for a "prevention only" OR "security 
only" approach. Why can't we have prevention AND security, instead of an 
"either-or" approach?"

 >> "[I] can certainly understand and appreciate the points of view that 
were recorded in today's listserv. I'd like to share some emotional and 
some otherwise rational views on the topic.

When I consider ‘extreme measures,' and I think policing in schools 
qualifies as such, I consider the case of any adolescent, other youth, or 
adult who has expressed inclinations towards suicide. Most of us have 
experienced this urgency within our families or among our friends or within 
the families and among the friends of others, maybe even strangers. No 
matter how we become connected to the suicidal, there can be only one first 
response: to ensure the physical safety of that person. I don't think we're 
allowed to let it be someone else's problem or the problem of that person 
alone. And, I don't think we're allowed to wait until some more obvious 
behavior or an attempt at suicide. After we ensure the person's physical 
safety, we can address the trauma, the causal factors, the 
none-of-our-business charges, and all of the other stuff that will 
challenge us to take the same first response the next time."

"Some school settings are as dire as the potential suicide, where the 
victim is not necessarily the precipitator. But, even the precipitator 
isn't autonomous or independent or without stresses. So, in the case of 
‘policing in schools experiencing frequent violence,' I'm inclined to say 
that's a legitimate first response. However, although it might not be 
logical or make sense, ‘schools experiencing frequent violence' might be a 
more complicated matter than suicide. Accordingly, as well as with suicide, 
‘policing in schools' cannot be a stand alone strategy. Indeed, in the 
context of strategy, ‘policing in schools' is tactical, meaning short term, 
not permanent. (If permanent, the school shouldn't be a school.)"

"Something rational (re: practical), in the form of questions:

(1) How frequent is the violence to warrant policing? [This is criterion 1.]

(2) What are the policing resources (even if we assume that budgetary and 
other resources are sufficient) needed to provide policing services to all 
schools that meet criterion 1?

(3) If we don't have sufficient policing resources to police all of the 
schools that meet criterion 1, how do we distribute them? [social justice]

(4) How long do we police the schools? When will policing succeed?

(5) What are the contingency tactics? [I imagine that these might be 

(6) What are the consequences for human development?

Countless dissertations could be prepared in response to this emerging 
issue. So, I'll end here with a semi-final statement. Schools must have 
strategic plans, and they must actively plan strategically. The plans must 
be comprehensive, and they must be anticipatory. Our schools and our 
society have evolved beyond the condition that making-it-up-as-we-go-along 
will suffice.

And, my final statement here, ‘policing in schools' is a lot like ‘zero 
tolerance' policy: both have been misinterpreted from good intentions and 
both represent the things we do when we don't have a plan."

Note: The emerging issues and responses are online on the Center website at 
http://smhp.psych.ucla.edu.  Click on Net Exchange.  If you want to add 
your response to any of the issues or practitioner concerns, send them to 
ltaylor at ucla.edu

Below is a brief description of our Center at UCLA For more see our website at

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 
in1995. 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 5year 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 
development. Activities include gathering and disseminating information, 
materials, development, direct assistance, facilitating networking and 
exchanges of ideas, and strategic efforts to advance the field. We 
demonstrate the catalytic use of technical assistance, internet 
publications, resource materials, and local, state, regional, and national 
meetings to stimulate 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 schools. 
Center staff are involved in policy and program analyses, model development 
and implementation, and capacity building. 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 initiatives of foundations, associations, 
governmental, and school and mental health departments.

Evaluations indicate the Center has had considerable impact in 
strengthening the 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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