[mentalhealth-l] ENEWS: August, 2005 (vol. 9 #11)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Mon Aug 1 08:23:30 PDT 2005
ENEWS: A Monthly Forum for Sharing and Interchange
August, 2005 (vol. 9 #11)
Source: UCLA School Mental Health Project/
Center for Mental Health in Schools
ENEWS is one of the many resources 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
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WHAT'S HERE THIS MONTH
**Emerging Issue
>Screening Mental Health Problems in Schools
**News from Around the Country
**This Month's Focus for Schools to Address Barriers to Learning
>Enhancing the Resilience of Adults at School and Creating a Sense
of Community
**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 for 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
To subscribe/unsubscribe to ENEWS, go to:
http://lists.ucla.edu/cgi-bin/mailman/listinfo/mentalhealth-l
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.
<><><><>
**EMERGING ISSUE
>Screening Mental Health Problems in Schools
This is, of course, a long-standing, ongoing issue. What is emerging are
new federal initiatives to increase the scope of mental health screening.
The emphasis is on identification of those with mental health problems and
those at risk for such problems. A major focus is on depression and
suicidality. The intent is to find and treat as many problems as possible
before they become severe and to reduce the numbers diagnosed with a mental
illness. Because of concern for the well being of children and adolescence,
schools are one venue prominently mentioned for large-scale screening
programs.
Few argue against the intent of efforts to find, treat, and prevent. Issues
arise related to the appropriateness of large-scale screening for mental
health problems, whether the costs of such large-scale screening outweighs
the benefits, and about whether schools are an appropriate venue for such
programs. Embedded in these issues are arguments about rights to privacy
and informed consent, how good first-level mental health screens are, how
likely good follow-up assessments will be used to identify errors, how
available treatment will be for most who are identified, how negative the
consequences will be with respect to stigmatization and self-fulfilling
prophecies, and the role of schools related to public health concerns.
WHAT ARE YOUR VIEWS ABOUT THIS? Send your responses to ltaylor at ucla.edu
NOTE: This month we introduce a new issues-oriented feature on our website.
It is intended to enhance understanding of ongoing policy and program
issues relevant to MH in schools and addressing barriers to learning and
teaching. Each month the Center will develop a new Policy Issues Analysis
Brief delineating the arguments and related science-base for a major topic
of concern. The first of these looks at the above issue. To download the
brief, click on the "Hot Topics and Issues" icon on the Center homepage.
@#@#@#
"It is in fact nothing short of a miracle that the modern methods of
instruction have not yet entirely strangled the holy curiosity of inquiry."
Albert Einstein
@#@#@#
**NEWS FROM AROUND THE COUNTRY
*AMERICA'S CHILDREN: KEY NATIONAL INDICATORS OF WELL-BEING
This year, the annual report of the Federal Interagency Forum on Child and
Family Statistics includes statistical indicators of trends in education,
health status, behavior and social environment, and economic security, and
also has special features on lead in the blood of children, asthma,
parental reports of emotional and behavioral difficulties, and family
structure and children's well-being. With respect to emotional and
behavioral difficulties, 5 percent of children ages 4–17 were reported by a
parent, in 2003, to have definite or severe difficulties with emotions,
concentration, behavior, or being able to get along with other people.
Sixty-five percent of the parents of these children reported contacting a
mental health professional or general doctor and/or that the child received
special education for these difficulties.
(See http://childstats.gov/americaschildren )
*GOVERNORS ENDORSE A STANDARD FORMULA FOR GRADUATION RATES
Governors from 45 states agreed to adopt a common formula to calculate high
school graduation rates, an initiative intended to help policy makers more
accurately measure student success and identify academic programs that need
improving. California, Texas, Florida, Maryland, and Wyoming have not
agreed to adopt the new formula. Many governors said what needs to come
next is a universal definition for dropout rates. (7/18/05 N.Y. Times)
*TRANSFORMING MENTAL HEALTH CARE IN AMERICA.
Six cabinet level departments – Education, Health and Human Services,
Housing and Urban Development, Justice, Labor, Veterans Affairs and the
Social Security Administration have detailed 70 specific steps in a mental
health action agenda designed to align resources to enhance recovery
opportunities for those with mental illness. (7/22/05 Substance Abuse and
Mental Health Services Administration news release –
http://mentalhealth.samhsa.gov/newsroom )
*FEDERAL SPENDING INCREASES, BUT WILL MORE SCHOOLS GET LESS MONEY FOR
LOW-INCOME STUDENTS?
For the 2005-2006 school year, spending under the Department of Education's
Title I program, which helps low-achieving children in high-poverty areas,
is increasing by 3.2 percent to $12.6 billion. But some analysts indicate
that more than two-thirds of the districts will not receive as much
financing as before because of population shifts, growing numbers of poor
children, newer census data and complex formulas that determine how the
money is divided. (7/4/05 N.Y. Times)
*GROWING UNREST OVER NO CHILD LEFT BEHIND ACT
Schools are preparing for their fourth year under the federal No Child Left
Behind Act (NCLB) this fall even as a state-led grassroots rebellion rages
against the education law. The revolt is expected to intensify in the
2005-2006 school year as stricter testing requirements and penalties take
effect. Several states have launched legislative and legal attacks against
NCLB, or are openly defying provisions of the law, which calls for annual
student testing in grades 3 to 8 and penalizes schools that fail to improve
test scores in all racial and demographic groups. . . .
(From an online article By K. Peterson, Stateline.org Staff Writer ,7/7/05
http://www.stateline.org/live/ViewPage.action?siteNodeId=136&languageId=1&contentId=41610
)
Each week the Center highlights a newsworthy story online at
http://smhp.psych.ucla.edu/whatsnew/newsitems.htm
Also, access other news stories relevant to mental health in schools
through links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm
@#@#@
"When everything is coming your way you're in the wrong lane."
@#@#@#
*Monthly Focus for Schools to Address Barriers to Learning
>August Theme: Now is the Time to Develop Ways to Avoid Burnout: Enhancing
the Resilience of Adults at Schools and Creating a Sense of Community
The beginning of a new school year is a time of optimism and renewed
commitment and energy. Students have a "fresh start," most teachers have
enhanced energy and positive expectations; new teachers are beginning the
first year of their careers; school support staff and administrators are
committed to school improvement and programs to enhance student success...
So far so good.
But, what has been planned to ensure the optimism and good intentions are
not undermined? Rather than simply addressing burnout as inevitable as the
year progresses, what are some ideas for what a school might do from the
beginning of the year to support staff so that they will be better able to
do their best for students.
For specific ideas, go to "Ideas for Enhancing Support at Your School" at
http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf and scroll to August. There
you will see ideas related to
>Extra Support for New Staff
>Special Roles for Experiences Staff
>Working with Unions to Enhance Resilience
>Focusing this Year's Staff Development on Engaging and Re-engaging
Students in Classroom Learning
For additional ideas, see the online clearinghouse Quick Find topic pages on
>Burnout http://smhp.psych.ucla.edu/qf/burnout.htm
>Environments that Support Learning
http://smhp.psych.ucla.edu/qf/environments.htm
>Collaboration http://smhp.psych.ucla.edu/qf/interagcollab.htm
>Motivation http://smhp.psych.ucla.edu/qf/motiv.htm
>Resilience/Assets http://smhp.psych.ucla.edu/qf/resilience.html
>Welcoming and Transition
Programs http://smhp.psych.ucla.edu/qf/p2101_01.htm
If you have specific concerns about how schools address barriers to
learning and mental health, let us hear from you. Email ltaylor at ucla.edu
@#@#
On the plane they remind us:
"When the oxygen mask falls, adults should put their's on before
assisting children."
Those who work with children need to take care of themselves,
so they are better able to take care of young people.
@#@#
**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
See the summer edition of the Center's Quarterly Newsletter online at
http://smhp.psych.ucla.edu/pdfdocs/Newsletter/summer05.pdf
Feature article is: "Complex Problems, Limited Solutions." Research into
Practice discusses "Supporting Successful Transition to Ninth Grade" and
there is a discussion of "Schools & MH Research"
*Children's Mental and Physical Health
>Screening for Suicide Risk: Recommendation and Rationale (2004) U.S.
Preventive Services Task Force for Agency for Healthcare Research and Quality.
http://www.ahrq.gov/clinic/3rduspstf/suicide/suiciderr.htm
>Rethinking evidence-based practice for children's mental health (2005) by
C Waddell and R Godderis, Evidence Based Mental Health, 8, 60-62
http://ebmh.bmjjournals.com/cgi/content/full/8/3/60?etoc
>Predictors of first mental health service utilization among homeless and
runaway adolescents (2005) R. Berdahl, et al, Journal of Adolescent Health,
37(2) 145-154. Http://www.sciencedirect.com/
>Motivational interviewing for adolescent substance use: A pilot study
(2005) J. Knight, et al, Journal of Adolescent Health 37(2) 167-169.
Http://www.sciencedirect.com
>Factors relating to self-identification among bullying victims (2005) M
Theriot, et al, Children and Youth Services Review, 27(9)
979-994. Http://www.sciencedirect.com/
>Relationship of vigorous physical activity to psychologic distress among
adolescents (2005) K. Allison, et al, Journal of Adolescent Health 37(2)
164-166. Http://www.sciencedirect.com/
>In what ways are adolescents who engage in self-harm or experience
thoughts of self-harm different in terms of help-seeing, communication and
coping strategies? (2005) E. Evans, et al, Journal of Adolescence, 28(4)
573-587. Http://www.sciencedirect.com/
>Predictors of treatment acceptance and completion in anorexia nervosa
(2005) K. Halmi, et al, Archives of General Psychiatry, 62(7)
776-781. Http://archpsyc.ama-assn.org
>Acute stress disorder and posttraumatic stress disorder in children and
adolescents involved in assaults or motor vehicle accidents (2005) R.
Meiser-Stedman, et al, The American Journal of Psychiatry 162:
1381-1383.
Http://ajp.psychiatryonline.org/cgi/content/abstract/162/7/1381?etoc
>Self-injurers as loners: The social organization of solitary deviance
(2005) P. Adler & P. Adler, Deviant Behavior, 26(4)
345-378. Http://journalsonline.tandf.co.uk/
>Predictors of fighting attributed to alcohol use among adolescent
drinkers (2005) M. Swahn & J. Donovan, Addictive Behaviors 30(7)
1317-1334. Http://www.sciencedirect.com/
*Family, School & Community
>School Improvement Planning: What's Missing?" (2005)
Center for Mental Health in Schools at UCLA
http://smhp.psych.ucla.edu/pdfdocs/schoolimprovement/whatsmissing.pdf
>Addressing What's Missing in School Improvement Planning: Expanding
Standards and Accountability to Encompass an Enabling or Learning Supports
Component
Center for Mental Health in Schools at UCLA
http://smhp.psych.ucla.edu/pdfdocs/enabling/standards.pdf
>Another Initiative? Where Does It Fit? A Unifying Framework and an
Integrated Infrastructure for Schools to Address Barriers to Learning and
Promote Healthy Development."
Center for Mental Health in Schools at UCLA
http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf
>The School Leader's Guide to Student Learning Supports: New Directions
for Addressing Barriers to Learning (2006).
by H. Adelman & L. Taylor. Corwin Press.
http://smhp.psych.ucla.edu/corwin/bookannouncement.htm
>The Implementation Guide to Student Learning Supports: New Directions for
Addressing Barriers to Learning (2006)
by H. Adelman & L. Taylor. Corwin Press.
http://smhp.psych.ucla.edu/corwin/bookannouncement.htm
>Surrounding Children with Opportunity (2005). The Wallace Foundation.
Http://www.wallacefoundation.org
>Family-based services in children's mental health: A research review and
synthesis. (2005) K. Hoagwood, Journal of Child Psychology and Psychiatry,
46(7) 670-713. See summary at http://datatrends.fmhi.usf.edu/summary_115.pdf
>Comparison of the educational deficiencies of delinquent and
nondelinquent students (2005) X. Wang, et al, Evaluation Review, 29 (4)
291-312. Http://erx.sagepub.com/cgi/content/abstract/29/4/291?etoc
>The impact of participation in service-learning on high school students'
civic engagement (2005)
http://www.civicyouth.org/PopUps/WorkingPapers/WP33Billig.pdf
>Resilient children in distressed neighborhoods (2005) M. Eiseman, et al,
Urban Institute. Http://www.urban.org/url.cfm?ID=311186
>The remote, the mouse, and the No. 2 Pencil: The household media
environment and academic achievement among third grand students (2005) D.
Borzekowski and T. Robinson, Archives of Pediatrics & Adolescent Medicine,
159 (7) 607-613.
Http://archpedi.ama-assn.org/cgi/content/abstract/159/7/607?etoc
>Can control theory explain the link between parental physical abuse and
delinquency? A longitudinal analysis (2005) C. Rebellon & K. Van Gundy,
Journal of Research in Crime and Delinquency, 42 (3)
247-274. Http://jrc.sagepub.com/cgi/content/abstract/42/3/247?etoc
>Assessing parental satisfaction with children's mental health services
with the Youth Services Survey for Families. (2005) S. Riley, et al,
Journal of Child and Family Studies, 14(1) 87-99. Summarized at
http://datatrends.fmhi.usf.edu
>Kinship care connection: A school-based intervention for kinship
caregivers and the children in their care (2005) A. Strozier, et al,
Children and Youth Services Review, 27 (9) 1011-1029.
Http://www.sciencedirect.com/
>Service integration and teen friendliness in practice: A program
assessment of sexual and reproductive health services for adolescents
(2005) C. Brindis, et al, Journal of Adolescent Health 37(2)
155-162. Http://www.sciencedirect.com
*Policy, Systems, Law, Ethics, Finances & Statistics
>U. S. Department of Justice Funding Opportunities for Afterschool (2005)
D. Dobbins, Finance Project. Http://www.financeproject.org/irc/ost/funding.asp
>SAMHSA Funding Opportunities for Afterschool (2005), D. Dobbins, Finance
Project. Http://www.finaceproject.org/irc/ost/funding.asp
>No Time for Turf (2005) Council of Chief State School Officers,
http://www.ccsso.org/publications
>Learning is everyone's business: Learning Supports in Iowa (2005) L.
Miller and C. Behrer, Harvard Family Research, Evaluation Exchange, XI (1).
Http://www.gse.harvard.edu/hfrp/eval/issue29/
>Racial and Ethnic differences in utilization of mental health services
among high-risk youths (2005) A. Garland, et al, American Journal of
Psychiatry, 162,
1336-1343.
Http://ajp.psychiatryonline.org/cgi/content/abstract/162/7/1336?etoc
>The usual suspects: alcohol, tobacco and other drug use in 15-16 year old
school pupils – prevalence, feelings and perceived health risks (2005) Al
Roy, et al, Drugs: Education, Prevention & Policy, 12 (4) 305-315.
Http://journalsonline.tandf.co.uk/
>Adolescent firearm violence: Position paper of the Society for Adolescent
Medicine (2005) N. Duke, et al, Journal of Adolescent Health, 37(2)
171-174. Http://www.sciencedirect.com/
>Three reasons not to believe in an autism epidemic. (2005) M.
Gernsbacher, et al, Current Directions in Psychological Science, 14 (2) 55-58.
>National trends in hospitalization of youth with intentional
self-inflicted injuries (2005) M. Olfson, et al, American Journal of
Psychiatry, 162,
1328-1335.
Http://ajp.psychiatryonline.org/cgi/content/abstract/162/7/1328?etoc
>Longitudinal course of posttraumatic stress disorder and posttraumatic
stress disorder symptoms in a community sample of adolescents and young
adults (2005) A. Perkonigg, et al, American Journal of Psychiatry, 162,
1320-1327.
Http://ajp.psychiatryonline.org/cgi/content/abstruct/162/7/1320?etoc
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 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
@#@#@
"The only person who is educated is the one who has learned how to
learn...and change."
Carl Rogers
@#@#@#
**UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS
###################
>>>Our Center is holding Leadership Institutes
>>in Minneapolis/St. Paul, MN on August 16 related to the National
Initiative: New Directions for Student Support
>>in Dallas, TX
>on September 19 related to the National Initiative: New Directions for
Student Support
>on September 20 related to policy leadership for MH in schools
http://smhp.psych.ucla.edu/summit2002/upcomingevents.htm#leadership
>>>And, don't forget that the Center for School Mental Health Analysis and
Action (formerly the Center for School Mental Health Assistance) will hold
its 10th Annual Conference on Advancing School-Based Mental Health October
27-29 in Cleveland, OH. Http://csmha.umaryland.edu
Theme: Effective School Mental Health Practice: Building a Shared Agenda
####################
>National Children's Law Conference, 8/25-28, Los Angeles, CA,
http://www.naccchildlaw.org/training/conference.html
>American Academy of Child and Adolescent Psychiatry, Toronto, Canada,
10/18-23. http://www.aacap.org/meeting/annual/2005/registration/index.htm
>Cultural Competence and Mental Health Summit, Fresno, CA, 11/2-3
http://www.cimh.org/training/login.cfm?conferenceid=54
>Western Conference on Additions: Improving Treatment with Scientific
Knowledge, Los Angeles, CA, 11/11-13, http://www.uclaisap.org
>Federation of Families for Children's Mental Health, Washington, DC,
11/18-20 http://www.ffcmh.org/conference.htm
>National Community Education Conference, St. Louis, MO, 12/7-10
http://guest.cvent.com/i.aspx?1Q,P1,DC84C5C0-C6D5-4B34-85F8-1AA4300208C1
>Building on Success: Providing Today's Youth with Opportunities for a
Better Tomorrow Washington, DC, January
9-13. http://www.juvenilecouncil.gov/2006NationalConference.pdf
>National Student Assistance Conference, New Orleans, LA, 3/23-25,
http://www.prponline.net/NSAC05/main.asp
*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
@#@#@#
"The most damaging phrase in the language is: ‘It's always been done that
way.'"
Rear Admiral Grace Hopper
@#@#@#@#
**CALLS FOR GRANT PROPOSALS, PRESENTATIONS & PAPERS
*Grants
See the electronic storefront for Federal Grants at http://www.grants.gov
You can use this site to double check due dates and to access applications
If you need help in "Surfin' the Internet for Funds," go to the Quick Find
Online Clearinghouse topic "Financing and Funding" at
http://smhp.psych.ucla.edu/qf/p1404_02.htm
Current examples:
>U. S. Department of Education (http://www.ed.gov)
>>Technical Assistance & Dissemination to Improve Services & Results for
Children with Disabilities – Model Demonstration Centers on Progress
Monitoring (84, 326M) Due 8/8/05
>>School Dropout Prevention Program (84,360A) Due 8/17/05
>U.S. Department of Health and Human Services
>> Health Resources and Services Administration (http://grants.hrsa.gov)
>>Rural Health Outreach and Rural Network Development Program (93,912) Due
9/23/05
>>National Institutes of Mental Health (http://www.nimh.nih.gov)
>>Effectiveness, Practice, and Implementation in CMHS' Children's Service
Sites, (93.242) Due October 1, February 1, and June 1 (through 9/06)
http://grants2.nih.gov/grants/guide/pa-files/PA-04-019.html
>>Outreach Partners Solicitation Process, Due 9/6/05.
Http://www.nimh.nih.gov/outreach/partners/solicitation.cfm
*Calls for Papers or Presentations
>Journal of Youth Development – Bridging Research and Practice. New
On-line Journal of the National Association of Extension 4-H Agents. See
guidelines at http://www.nae4ha.org/profdev/joyd/index.html. Submissions
due 8/19/05 for first issue.
>Call for presentations: Head Start's National Research Conference
"Serving Children through Partnership and Collaboration" Conference to be
held 6/26-28 in Washington, DC. Proposals accepted through
8/15/05. Http://www.headstartresearchconf.net
>Special issues of the Archives of Pediatrics & Adolescent Medicine "The
Effects of Media on Children and Adolescents" Proposals due 9/1/05.
Http://www.archpediatrics.com
@#@#@#
"In a fit of depression, Milly jeopardizes her entire academic career
by choosing a black highlighter."
Jim Funk
@#@#
*UPDATES FROM THE TWO NATIONAL CENTERS FOCUSING ON MENTAL HEALTH IN SCHOOLS
^ ^ ^ Updates from our Center at UCLA
>>We have sent the following new documents to a wide range of school
leaders who are in a position to enhance learning support at state levels,
districts, and schools. Please feel free to share this information with
key school leaders you work with, or send us information and we will send
the documents to them directly:
>>Addressing What's Missing in School Improvement Planning: Expanding
Standards and Accountability to Encompass an Enabling or Learning Supports
Component" Download at:
http://smhp.psych.ucla.edu/pdfdocs/enabling/standards.pdf
School improvement plans increasingly are shaping strategic changes at
schools and districts. In June, 2005, the Center for Mental Health in
Schools at UCLA issued a policy report entitled: "School Improvement
Planning: What's
Missing?"
http://smhp.psych.ucla.edu/pdfdocs/schoolimprovement/whatsmissing.pdf
That report stressed that school improvement planning guides tend to ignore
or marginalize the ways in which schools address critical factors
interfering with learning and teaching. The report called for schools to
reframe school improvement policy to redress this deficiency.
In this follow-up report, the Center proposes ways to
(a) reorganize school improvement guidance
and
(b) expand standards and accountability to encompass a more effective
approach to addressing barriers to learning and teaching.
###################
>>"Another Initiative? Where Does It Fit? A Unifying Framework and an
Integrated Infrastructure for Schools to Address Barriers to Learning and
Promote Healthy Development." online at ––
http://smhp.psych.ucla.edu/pdfdocs/infrastructure/anotherinitiative-exec.pdf
Here's a brief excerpt:
"Schools are constantly confronted with another project, another program,
another initiative to address students' learning, behavior, and emotional
problems, make school safe, and/or promote healthy development. This raises
concerns about: How does it all fit together?
Because so many programs have evolved in a piece meal manner, across the
country it is not unusual for staff in a district and at a school to be
involved in "parallel play." This contributes to widespread
counterproductive competition and wasteful redundancy. Effectiveness is
compromised. So are efforts to take projects, pilots, and demonstration
programs to scale. This raises concerns about: What systemic changes are
needed?
One response to all this has been the call to enhance coordination among
the many overlapping programs, services, and initiatives. Clearly, a more
unified and cohesive approach is needed. However, the emphasis on enhancing
coordination is insufficient for addressing the core problem which is
marginalization in school policy, planning, and practices of the whole
enterprise devoted to addressing barriers to learning....
The unifying concept of an Enabling or Learning Supports Component is
presented as an umbrella under which the many fragmented initiatives,
projects, programs, and services can be pulled together. That is, such a
Component can house all efforts to prevent and minimize the impact of the
many problems interfering with learning and teaching and can do so in ways
that maximize engagement in productive learning and positive development.
For the school and community as a whole, the intent is to produce a safe,
healthy, nurturing environment characterized by respect for differences,
trust, caring, and support....
By viewing programs, services, projects, and initiatives along a continuum
of student needs, schools and communities are more likely to provide the
right interventions for the right students at the right time.
>>Policy Issues Analysis Brief – "Screening Mental Health Problems in
Schools"
As already noted, this month we introduce a new issues-oriented feature on
our website. It is intended to enhance understanding of ongoing policy and
program issues relevant to MH in schools and addressing barriers to
learning and teaching. Each month the Center will develop a new Policy
Issues Analysis Brief delineating the arguments and related science-base
for a major topic of concern. To download the brief, click on the "Hot
Topics and Issues" icon on the Center homepage.
>>Online Clearinghouse Quick Finds –
We have put online the initial draft of a new Quick Find on the
"Cost-Benefit Analyses Related to Mental Health in Schools and Addressing
Barriers to Learning and Teaching" and are continuing to add many items to
the one on "Legislation Related to Student Support & Mental Health in
Schools." Let us know about items we should be adding to these.
################
Note: Remember we want to be helpful and we want to learn. Let us hear from
you.
For more information on the Center's activities, contact
Howard Adelman and Linda Taylor, Co-Directors
School Mental Health Project/
Center for Mental Health in Schools
UCLA Department of Psychology
Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4842; Fax (310) 206-8716
Email: smhp at ucla.edu
For more information go to the Center website at http://smhp.psych.ucla.edu
^ ^ ^ From our sister center "Center for School Mental Health Analysis
and Action"
NOTE: With the new funding cycle and the federal program's increasing focus
on program and policy analyses, the University of Maryland, Baltimore
Center has changed is name (see above).
Have you signed up? The 10th Annual Conference on Advancing School-Based
Mental Health will take place October 27-29 in Cleveland, OH.
For more information on the conference and other activities of the
Baltimore center see http://csmha.umaryland.edu. Or contact Mark Weist,
Director, CSMHA2, University of Maryland at Baltimore, Department of
Psychiatry, 737 W. Lombard St., 4th Floor, Baltimore, MD 21201. Toll free
phone: 888-706-0980. Email csmh at umpsy.umaryland.edu
@#@#@#@#@#@
"Life...is like a parachute jump: you have to get it right the first time."
Margaret Mead
@#@#
@#@#
**OTHER HELPFUL RESOURCES
>SAMHSA's National Registry of Evidence-based Programs and Practices
http://modelprograms.samhsa.gov/template.cfm?page=nreppover
>Community Tool Box – offers a Customized Community Tool Box WorkStationTM
providing online capabilities to enter data, analyze the contribution, and
provide graphs and descriptive reports to interested audiences. Designed to
help group track their accomplishments, review trends, and see the
distribution of efforts. Real-time information for ongoing adjustments and
enhancing accountability. http://ctb.ku.edu/WST/
>Highlights of the 2002-2003 National Youth Gang Surveys, 2 page fact
sheet http://www.ojjdp.ncjrs.org/publications/PubAbstract.asp?pubi=12184
>Review of school-linked children's health programs, Center for Health
Improvement
http://www.chfwcny.org/Tools/Library/Upload/Project1/CHI_School_Linked_ProgramReview.pdf
>Expanded Resources to Build Public Health Infrastructure
http://www.phf.org/infrastructure
>How to Build a Successful Mentoring Program Using the Elements of
Effective Practice http://www.mentoring.org/program_staff/eeptoolkit/index.php
>After-school care in disadvantaged rural and urban areas: Making choices,
having a good time and learning?
Http://www.ucd.ie/psydept/research/child/afterschool.html
>Profiles of Successful Afterschool Financing Strategies: 2005
http://www.financeproject.org/irc/ost/profiles.asp
Note: for a wide range of relevant websites, see our Gateway to a World of
Resources at http://smhp.psych.ucla.edu
#############
**TRAINING AND JOB OPPORTUNITIES
<Adolescent Health Policy Assessment Specialist>
Oregon Department of Human Services, Portland, OR. Deadline
8/15. Http://www.oregon.gov/DHS/index.shtml
<Faculty Clinical/Community Psychology>
University of Illinois at Urbana-Champaign, Psychology Department,
Champaign, IL. Http://www.psych.uiuc.edu
<Faculty School Psychology.>
University of British Columbia, Vancouver, BC, Canada. Contact Laurie Ford
at laurie.ford at ubc.ca
<Executive Director>
Konopka Institute for Best Practices, University of Minnesota, Minneapolis,
MN. Http://www1.umn.edu/ohr/employment/openings/sjob131008.html
<Research>
University of California at Berkeley, Center for Family and Community
Health, Berkeley, CA. Position of Assistant Researcher. Deadline 8/8/05.
Contact Joel Moskowitz. Http://sph.berkeley.edu
<Facilitator for Collaborative Engagement>
Health Foundation of Greater Cincinnati, OH. Position in the Cincinnati
School Health Collaborative to facilitate collaborative engagement in 17
neighborhoods. Contact Mona Mansour or Kate Keller
(kkeller at healthfoundation.org)
<Deputy Director>
Positions of Deputy Director, Program Association, and Association at the
Children and Family Futures, Irvine, CA. Http://www.cffutures.org
<Administrative Assistant>
Annenberg Institute for School Reform, New York Office.
Http://www.annenberginstitute.org/about/positions.html
<Executive Director>
Youth in Focus, San Francisco, CA. Http://www.youthinfocus.net
<Executive Director>
Youth Guidance, Chicago, IL. Contact Rhyan Zweifler at rzweifler at kittleman.net
<Faculty Child and Family Development>
University of Hawai'i at Manoa Center on the Family, Homolulu,
HI. Http://uhfamily.hawaii.edu/index.asp
For more information on employment opportunities, see
http://smhp.psych.ucla.edu/job.htm
Following the list of current openings, you will see links to HRSA, SAMHSA,
and other relevant job sites.
**COMMENTS/REQUESTS/INFO/QUESTIONS FROM THE FIELD
>>We received a request to disseminate this information:
The American Medical Association Medical Student Section passed a
resolution addressing the need for mental illness education: "An Initiative
to Encourage Mental Health Education in Public Schools." It was added as an
amendment to a resolution titled "Reducing Stigma and Increasing Detection
of Mental Illness." The amended resolution reads "Resolved, that our AMA
work with mental health organizations to encourage patients to discuss
mental health concerns with their physicians; and be it further Resolved,
that our AMA work with the Department of Education and state education
boards and encourage them to adopt basic mental health education designed
specifically for elementary through high school students."
############
THIS IS THE END OF THIS ISSUE OF ENEWS
See below for source identifying information:
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 first 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). In open competition, both Centers
were refunded in 2000 and 2005 for 5 year cycles 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 focus on advancing efforts to enhance how
schools address mental health and psychosocial concerns.
A description and evaluation of the Center's work and impact is available
at http://smhp.psych.ucla.edu
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
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