[mentalhealth-l] ENEWS: March, 2005 (vol. 9 #6)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Tue Mar 1 09:30:51 PST 2005
ENEWS: A Monthly Forum for Sharing and Interchange
March, 2005 (vol. 9 #6)
Source: UCLA School Mental Health Project/
Center for Mental Health in Schools
ENEWS is one of 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
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Feel Free to Forward This to Anyone
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WHAT'S HERE THIS MONTH
**Emerging Issue
>U.S. Department of Education Proposes Eliminating Many Programs
**News from Around the Country
**This Month's Focus for Schools to Address Barriers to Learning
>March – Reducing Stress; Preventing Burnout
**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
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To post messages to ENEWS, E-mail them to ltaylor at ucla.edu
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**EMERGING ISSUE
>U.S. Department of Education Proposes Eliminating Many Programs
The 2006 budget request for the Department of Education proposes to
eliminate or consolidate funding (almost $4.3 billion) for a variety of
categorical programs. Examples of some of the programs on the list for
elimination are: Alcohol Abuse Reduction, Comprehensive School Reform,
Elementary and Secondary School Counseling, Even Start, Mental Health
Integration in Schools, Parental Information and Resource Centers, Safe and
Drug-Free Schools and Communities State Grants, School Dropout Prevention.
The entire list of 48 programs can be viewed online at
http://www.ed.gov/about/overview/budget/budget06/summary/edlite-section3.html
The rationale provided by the USDOE is that the programs "have achieved
their original purpose" or "duplicate other programs" or "may be carried
out with flexible State formula grant funds" or "involve activities that
are better or more appropriately supported through State, local, or private
resources."
In arguing against the cuts, proponents and those funded by a particular
program are stressing the negative impact on students that will result from
loss of their program.
Administrators are stressing that the proposed cuts will significantly
exacerbate the economic problems faced by state and local education agencies.
While unhappy to see the cuts in federal support for dealing with student
problems, some concerned folks are suggesting that the field has left
itself open to such a "backlash" by going along with narrow, piecemeal, and
ad hoc approaches to complex problems. This group sees the current budget
climate as another indication of the need to move proactively and quickly
in designing new directions for student support as one of the best
arguments against continuing to cut programs and personnel.
What do you think about all of this? Send your comments to ltaylor at ucla.edu.
@#@##@@##@
"I don't suffer from stress. I'm a carrier."
Dilbert
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**NEWS FROM AROUND THE COUNTRY
*NEW AT-RISK YOUTH FEDERAL LEGISLATION PROPOSED
The Federal Youth Coordination Act of 2005 proposes to "improve
communication among federal agencies serving at-risk youth, assess their
needs, set goals for helping them and establish best practices for
improving services..." 2/16/05. Http://www.youthcoordinationact.org
*NEW LEGISLATION PROPOSED IN CALIFORNIA FOR ENHANCING LEARNING SUPPORTS AS
A COMPREHENSIVE SYSTEM
Speaker Pro Tem of the California Assembly, Leland Yee, has reintroduced
legislation for a "Comprehensive Pupil Learning Support System." The Bill
number is AB 171 and can be downloaded at
http://info.sen.ca.gov/pub/bill/asm/ab_0151-0200/ab_171_bill_20050120_introduced.pdf
* IOWA RELEASES NEW DESIGN FOR LEARNING SUPPORT COMPONENT
A design team led by the State Department of Education along with its
interagency partners in the Iowa Collaboration for Youth developed a new
design for a system of learning supports. The recently released design
document is entitled: "Developing Our Youth: Fulfilling a Promise,
Investing in Iowa's Future - Enhancing Iowa's Systems of Supports for
Learning and Development." For now, it can be downloaded at
http://smhp.psych.ucla.edu/pdfdocs/iowasystemofsupport.pdf
*NEW MEXICO TASK FORCE OFFERS RECOMMENDATIONS FOR YOUTH SUICIDE PREVENTION
A task force convened by Governor Richardson recently reported its
recommendations in ways that are tied to a variety of current funding
sources (e.g., disaster preparedness, public education, behavioral health)
that might be appropriately linked to support the
efforts. http://www.sprc.org/statepages/resources/nm_recs.pdf
*PEDIATRIC ANTIDEPRESSANT USE DECREASED BY MORE THAN 10% IN 2004
(From Medco -- http://www.medco.com)
According to data from Medco,* the number of children taking
antidepressants decreased after the U.S. Food and Drug Administration (FDA)
re-evaluated and revised antidepressant warning labeling. The data indicate
an overall 10 percent decrease in the proportion of patients under age 18
on an antidepressant in the past year (in contrast to the nearly 9 percent
increase found in 2003). It further shows a 16 percent decline in fourth
quarter utilization over the same period in 2003, traditionally the time of
the year when antidepressant use peaks. The steepest decline of more than
19 percent came in the third quarter of 2004 versus the same time period in
2003.
*JUDGE ORDERS BILLIONS IN AID FOR NEW YORK CITY SCHOOLS
State judge rules that an additional $5.6 billion must be spent on the
city's public school children every year to ensure them the opportunity for
a sound basic education that they are guaranteed under the State
Constitution. Another $9.2 billion must be spent over the next five years
to shrink class sizes, relieve overcrowding and provide the city's 1.1
million students with enough laboratories, libraries and other places in
which to learn. The judge did not indicate how much of the money should
come from the state and how much from the city –– leaving this highly
contentious issue unsettled. (From the New York Times (2/15/05)
http://www.nytimes.com/2005/02/15/education/15ruling.html)
*17 STATES DEVELOP SCHOOL READINESS INDICATORS
An initiative involving 17 state partners has focused on developing a
comprehensive set of school readiness indicators to inform public policy
for young children and their families. "The National School Readiness
Indicators Initiative provides a set of indicators that policy makers can
use to monitor school readiness and early school success..." See the
report. Http://www.gettingready.org
*UTAH BILL MOUNTS CHALLENGE TO FEDERAL EDUCATION LAW
"...The Utah House of Representatives unanimously approved a bill [in
February] requiring state officials to give higher priority to local
educational goals than to those of the federal law, and to spend as little
state money as possible to comply with it.... Federal officials had sought
to prevent the bill's passage...." New York Times (2/16/05)
*NATIONAL INITIATIVE TO IMPROVE THE HEALTH OF ADOLESCENTS (NIIHA) BY THE
YEAR 2010 UNDERWAY
This initiative was created by CDC/DASH and HRSA/OAH to elevate the
national focus on the health and well-being of adolescents and young
adults. It is anchored in Healthy People 2010 – a federal "roadmap for
health" that presents national health objectives for the year 2010. The
National Initiative prioritizes two key strategies: fostering healthy youth
development and ensuring safe, nurturing environments that help young
people make healthy decisions. This broad view defines health as more than
the absence of health problems or risky behaviors and includes well-being,
assets and achieving one's full potential as an integral part of health. To
learn more about the National Initiative and its resources, go to
http://nahic.ucsf.edu/nationalinitiative.
*SUDDEN DEATHS IN CHILDREN LEAD CANADA TO SUSPEND ADDERALL
ADDERALL XR®®, a Central Nervous System (CNS) stimulant, was approved in
Canada on January 23, 2004 for the management of Attention Deficit
Hyperactivity Disorder (ADHD) in children. On February 9, 2005, Health
Canada announced it was suspending marketing of Adderall XR products in
Canada due to concern about reports of sudden unexplained death in children
taking Adderall and Adderall XR. See information from the U.S. Food and
Drug Administration
http://www.fda.gov/cder/drug/infopage/adderall/default.htm
http://www.fda.gov/bbs/topics/news/2005/NEW01156.html
*2003 SURVEY FOUND OVER 1 MILLION PEOPLE RECENTLY USED STIMULANTS NON-MEDICALLY
"...Dependence on or abuse of stimulants was most prevalent among young
people 12-25...The data show that the stimulants most often abused are
methampehtamine; prescription diet pills; Ritalin or methylphenidate; and
Dexedrine. 2/4/05 SAMHSA http://www.samhsa.gov
@#@#
"Our task is to prevent youth and young adults from initiating
methamphetamine use that can wreck their minds, their bodies and their
futures."
Charles Curie
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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 the links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm
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**Monthly Focus for Schools to Address Barriers to Learning
March – Reducing Stress; Preventing Burnout
The impact of new accountability standards and assessment has increased
pressure on administrators at state, district, and local schools. As a
result, teachers are experiencing tremendous pressure to prepare students
for high stakes testing. In an article entitled "School's Out" in Edutopia
Magazine (Feb. 2005), Claudia Graziano sites statistics that show that
nearly half of all new teachers leave the job within five years. She asks
"What's killing their spirit? How can we get them to stay?" Every year,
U.S. schools hire more than 200,000 new teachers for that first day of
class. By summer, at least 22,000 have quit. Even those who make it beyond
the first year don't stay long –– about 30 percent of new teachers flee the
profession after just three years, and more than 45 percent leave after five.
While teachers quit for several reasons, Graziano concludes that "many of
these reasons are just euphemisms for one of the profession's hardest
realities: Teaching can exact a considerable emotional toll." Graziano
points to the research literature that suggests the need for effective
teacher support systems. She notes, for example, that good mentoring
programs may cut attrition rates by as much as half. The article also shows
that teachers trained in child psychology/learning theory were less likely
to leave teaching than those with no training. See:
http://www.glef.org/magazine/ed1article.php?id=art_1221&issue=feb_05#
Clearly, it's time for those working in and with schools to take care of
themselves and each other in ways that reduce stress and enhance hope.
Those who focus on student support and mental health in schools can play a
major role in all this. For helpful tools and information, see "Ideas for
Enhancing Support at Your School," which provides an overview of monthly
themes to anticipate and plan most effective use of resources for
maximizing the natural opportunities in schools to promote healthy
development, build a sense of community, and enhance efforts for
prevention, at http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf
Scroll down to March for an overview of
>What Causes Burnout?
>Dealing with Burnout
>Promoting Well-Being and Preventing Burnout
Also see the Quick Find topic page on Burnout at
http://smhp.psych.ucla.edu/qf/burnout.htm
There you will see links to Center materials including
>Quick Training Aid: School Staff Burnout
>Understanding and Minimizing Staff Burnout
You will also find links to other online materials and other Centers
focusing on this topic.
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"There is a time in the life of every problem when it is big enough that
you can see it but small enough that you can solve it."
Michael Leavitt
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**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
*CHILDREN'S MENTAL AND PHYSICAL HEALTH
>Substance use and need for treatment among youths who have been in foster
care (2005) http://www.oas.samhsa.gov/2k5/fostercare/fostercare.cfm
>The assessment of attention-deficit/hyperactivity disorder in rural
primary care: The portability of the American Academy of Pediatrics
Guidelines to the "Real World" (2005) J. Polaha, et al, Pediatrics, 115(2)
e120-126.
>Sticks and stones may break my bones, but names will make me feel sick:
The psychosocial, somatic, and scholastic consequences of peer harassment
(2005) A. Nishina, et al. Journal of Clinical Child and Adolescent
Psychology, 34(1) 37-48.
>Predicting early adolescent gang involvement from middle school
adaptation (2005) T. Dishion, et al, Journal of Clinical Child and
Adolescent Psychology, 34(1) 62-73.
>The FDA public health advisories on antidepressants: History and
implications (2005) T. Kubiszyn, The School Psychologist, 59 (1) 6-9.
>Perceived academic performance, self-esteem and locus of control as
indicators of need for assessment of adolescent suicide risk: Implications
for teachers (2005) G. Martin, et al. Journal of Adolescence, 28(1) 75-87.
>Does dropping out of high school cause deviant behavior? (2005) L.
Drapela. Deviant Behavior 26(1) 47-62.
*FAMILY, SCHOOL & COMMUNITY
>School readiness: Closing racial and ethnic gaps (2005)
http://www.futureofchildren.org
>The health and well-being of young children of immigrants (2005) R.
Capps, et al, http://www.urban.org/url.cfm?ID=311139.
>Gay, lesbian, and bisexual youth: Facing challenges, building resilience
(2005) http://www.aboutourkids.org/aboutour/letter/csc_letter_nov_dec_2004.pdf
>Understanding integrated mental health services in Head Start: Staff
perspectives on mental health consultation (2004) B. Green, et al, NHSA
Dialogue, 7, 35-60. Summarized at http://www.rtc.pdx.edu
>Comprehensive evaluation of learning disabilities: A response to
intervention perspective (2005) F. Gresham, et al, The School Psychologist,
59(1) 26-29.
>The obesity epidemic: What school can do (2004) Special edition of The
State Education Standard, December, 2004.
*POLICY, SYSTEMS, LAW, ETHICS, FINANCES & STATISTICS
>Issue Brief: Funding for children's mental health services: Making the
most of medicaid, National Governors' Association Center for Best
Practices, http://www.nga.org/center.
>Report from the National Conference of State Legislature offers
recommendations for improving the No Child Left Behind Act. On February 23,
2005, a special task force of the National Conference of State Legislatures
released the results of a 10-month study that identified specific areas of
the act that need to be changed if states are to guarantee that young
people will learn at their full potential. The report asks Congress and the
administration to recognize special challenges to schools and students by
granting states flexibility to meet the goals of the Act. Such changes are
seen as resulting in strengthening democracy and the nation's economic
future. The report lists 43 specific recommendations on ways the law can be
revised to improve the quality of education for all students and close the
gaps in achievement that exist in schools today.
http://www.ncsl.org/programs/press/2005/NCLB_exec_summary.htm
>National survey on drug use and health (2005)
http://oas.samhsa.gov/states.htm
>Ability of community health centers to obtain mental health services for
uninsured patients (2005) Journal of the American Medical Association, 293(5)
>United State Government Accountability Office, Special Education:
Children with Autism (2005) http://www.gao.gov/new.items/d05220.pdf
>Effect of medicaid eligibility category on racial disparities in the use
of psychotropic medications among youths (2005) J. Zito, et al, Psychiatric
Services, 56, 157-163.
>Straight A's: Public education policy and progress (2005) Alliance for
Excellent Education,
http://www.all4ed.org/publications/StraightAs/Volume5No3.html
>Comparative indicators of education in the United States and other G8
countries: 2004 (2005) http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005021
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
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"When I look at the world I'm pessimistic, but when I look at people I am
optimistic."
Carl Rogers
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**UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS
>Proven and Promising Practices in Dropout Prevention, March 13-15,
Phoenix, AZ, Call 480-727-5054
>National Service-Learning Conference, March 16-19, Long Beach, CA,
http://www.nylc.org/conference.
>Child and Adolescent Mental Health: Evidence-Based Interventions, March
20-23, Banff, Alberta, Canada, http://www.banffbehavsci.ubc.ca/
>Values Based Practice or Evidence Based Practice? Implementing Both,
April 11, Boston, MA, http://www.bu.edu/cpr/workshops/spring2005/vbp.html
>Community Schools-Higher Education Partnerships, April 11-13,
Philadelphia, PA, http://www.upenn.edu/ccp/
>Supporting Promoting Practices and Positive Outcomes: A Shared
Responsibility, National Conference on Child Abuse and Neglect, April
18-23, Boston, MA,
http://nccanch.acf.hhs.gov/profess/conferences/cbconference/index.cfm
>Linkages to Learning Afterschool Institute: Connecting People, Practices,
and Principles in Afterschool, April 26-28, Tampa, FL,
http://www.sedl.org/afterschool/registration.cgi
>Finding Better Ways: Addressing the Mental Health Needs of Children,
Youth, and Families,
May 2-4, New Orleans, LA, http://www.cwla.org/conferences/2005fbwrfp.htm
>Juvenile Justice National Symposium: Joining Forces for Better Outcomes,
June 1-3, Miami. FL, http://www.cwla.org/
>National Coordinating Committee on School Health and Safety, June 8,
Crystal City, VA, http://www.healthy-students.org
>One Family, One Community, Many Voices...Rediscover the Village; American
Humane's conference on Family Group Decision Making. June 8-11, Long Beach,
CA. Email fgdm at americanhumane.org
>National Assembly on School-Based Health Care -- annual convention, June
16-18, 2005 at the Convention Center, Providence, RI –
http://www.nasbhc.org/AMINFO.htm
>Persistently Safe Schools: September 11-14, Philadelphia, PA
http://www.hamfish.org/conference/2005/index.html
>National Association of Social Workers – Indiana Chapter, October 5-7,
Indianapolis, IN, http://www.naswin.org
>Center for School Mental Health Assistance -- 10th Annual Conference on
Advancing School-Based Mental Health, October 13-15, Cleveland, OH
– http://csmha.umaryland.edu/annual_flyer_2005.doc
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
@#@#@#
"An optimist is simply a pessimist with no job experience."
Dilbert
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**CALLS FOR GRANT PROPOSALS, PRESENTATIONS & PAPERS
*GRANTS
#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
>>Office of Elementary and Secondary Education
>>>Training and Advisory Assistance (84.004D) Due 4/5/05
>>>Comprehensive Centers (84.283B) Due 6/14/05
>>>Early Childhood Educator Professional Development Program (84.349A) Due
4/22/05
>>Gaining Early Awareness & Readiness for Undergraduate Programs (GEAR UP)
(84.334.S) Due 4/11/05
>>Office of Safe and Drug Free Schools
>>>Alcohol Abuse Reduction Grants (84.184A) Due 3/28/05
>>>Emergency Response Plans for School Safety Initiative (84.184.E) Due
6/28/05
>>>Safe Schools/Healthy Students (84.184L) Due 7/13/05
>>>Grants to States to Improve Management of Drug and Violence Prevention
Programs (84.184R) Due 6/28/05
>>>Mental Health (84.215) Due 4/18/05
>>Office of Special Education and Rehabilitative Services
>>>Recreational Programs (84.128J) Due 3/29/05
>>>Disability and Rehabilitation Research Projects (84.133A) Due 7/11/05
>>>Knowledge Dissemination and Utilization (84.133A) Due 3/8/05
>>>Mentoring for Transition Age Youth (84.235S) Due 4/7/05
>>>Community Parent Resource Centers (84.328C) Due 4/22/05
>Grantmaking at ED. Answers to your questions at
http://www.ed.gov/fund/grant/about/grantmaking/index.html
>Health and Human Services, Healthy Resources and Services Administration,
Material and Child Health Programs http://www.hrsa.gov/grants/default.htm
>>State Agency Partnerships for Promoting Child and Adolescent Mental
Health (HRSA-05-071) Due 4/1/05
>Substance Abuse and Mental Health Services Administration
(http://www.samhsa.gov)
>>Drug Free Communities Support Program Coalition Grants (SM05-002) Due 3/11
>>Comprehensive Community Mental Health Services for Children and Their
Families (SM-05-010) Due 5/17/05
>Coming – new round of grants for Safe Schools/Healthy Students for local
educational agencies (LEAs) in partnership with local juvenile justice, law
enforcement, and mental health agencies. Application expected to be
released on March 8, 2005 with a deadline of April 29, 2005. Average size
of awards
>>Rural LEAs and Bureau of Indian Affairs schools: up to $1 million each year
>>Suburban LEAs: up to $2 million each year
>>Urban LEAs: up to $3 million each year
Once available, applications can be downloaded and printed from
www.sshs.samhsa.gov and www.ed.gov. A printed copy can be requested by
calling 1-877-576-7734.
*CALLS FOR PAPERS AND PROPOSALS
>>Journal of Clinical Psychology in Medical Settings, special issue: Child
Health Psychology and Public Health, Due 7/15/05, contact
tercyakk at georgetown.edu
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"Healthy discontent is the prelude to progress.
Mahatma Ghandi
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**UPDATES FROM THE TWO NATIONAL CENTERS
FOCUSING ON MENTAL HEALTH IN SCHOOLS
^ ^ ^ Updates from our Center at UCLA
>New Directions for Student Support Summit Initiative
Increasing numbers of folks interested in enhancing how schools address
behavior, emotional, and learning problems are becoming involved in this
initiative -- see http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm
>>Those in states that are already are developing state initiatives
(California, Connecticut, Indiana, Minnesota, Texas, Wisconsin) can find
updates at http://smhp.psych.ucla.edu/summit2002/currentstatus.htm (Some of
these states are in the process of organizing follow-up meetings and
training sessions. In general, current activity is focused on creating
broader awareness of the initiative, additional outreach to key leaders and
organizations, and integrating the initiative with local and state
priorities. In Minnesota, a special focus is on pending legislation to
establish a student support services advisory committee that will make
recommendations on how school districts can most appropriately integrate
student support services into the education programs. In California, a
special focus is on the bill just reintroduced in the state Assembly
designed to establish a Comprehensive Pupil Learning Support System in
every school.)
>>The next state Summit is in New York on March 7th and the list of
participants indicates strong representation of key leaders and
organizations from across the state. Watch for the report on whether New
York decides to establish a statewide new directions initiative.
>>Those in Iowa should note that the statewide summit is scheduled for
April and will contribute to rolling out the Iowa Department of Education's
design for "Enhancing Iowa's Systems of Supports for Learning and
Development."
Those interested in being part of the New Directions for Student Support
Initiative should contact the Center.
>New Resources Online
>>INFO SHEET – "New Directions for Student Support: Some Resources"
http://smhp.psych.ucla.edu/summit2002/NewDirectionsSomeResources.pdf
Lists and provides links to a set of resources to aid those working to
enhance learning supports. Developed with a view as to how to proceed in
stages and without an allocation of additional funds. These resources are
designed to enhance readiness and momentum for New Directions for Student
Support and to build capacity. The resources are organized in three
sections: Stage I. Understanding some basics and tool for enhancing
readiness and momentum, Stage II. Initiative Capacity Building, Stage III.
Development
>>INFORMATION HANDOUT -- In response to frequent requests, we have
developed this brief handout to answer the question: "What might a fully
functioning enabling or learning supports component look like at a
school?" Http://smhp.psych.ucla.edu/summit2002/whatmightafully.pdf
>>INFO SHEET – "Resources for Planning Mental Health in Schools" Lists and
provides links to a set of resources to aid those working to enhance mental
health in schools. http://smhp.psych.ucla.edu/pdfdocs/planning.pdf
>>BRIEF SUMMARY – "Fulfilling a Promise, Investing in Iowa's Future -
Enhancing Iowa's Systems of Supports for Learning and Development."
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
Assistance"
>10th Annual Conference on Advancing School-Based Mental Health
October 13-15, Cleveland,
Ohio. Http://csmha.umaryland.edu/annual_flyer_2005.doc
For other information, see http://csmha.umaryland.edu. Or contact Mark
Weist, Director, CSMHA, 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
@#@##@
"As long as there are tests, there will be prayer in schools."
Author Unknown
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**OTHER HELPFUL RESOURCES
>Grief at School: A self-study tool kit – http://www.americanhospice.org
>Truancy prevention: Promising strategies –
http://ojjdp.ncjrs.org/truancy/best.html
>Prevention approaches for state mental health authorities –
http://www.nasmhpd.org
>Nine elements of effective alcohol treatment for adolescents --
http://ensuringsolutions.org/pages/spotlights/respot4.html
>Stigma and mental illness – http://www.rtc.pdx.edu
>Terrorism and school safety –
http://www.schoolsecurity.org/terrorist_response.html
>Oregon's Adolescent Health Webpage –
http://www.ohd.hr.state.or.us/ah/index.cfm
>Immigrant Resource Guide – http://www.yale.edu/21c/imresources.html
>California Adolescent Health webpage – http://www.californiateenhealth.org
>Bibliography of behavioral science research in unintentional injury
prevention
to order a free copy of the CD-Rom send an email to ohcinfo at cdc.gov
>When school is out, museums, parks and libraries are in –
http://www.forumforyouthinvestment.org/OSTPC9.pdf
>New York State Afterschool Network Self-Assessment Tool –
http://www.nysan.org
>Building partnerships for youth – http://www.bpy.n4h.org
>National wraparound initiative – http://www.rtc.pdx.edu/nwi/
>State fact sheets on child welfare funding --
http://www.childrensdefense.org/childwelfare/financing/factsheets/default.aspx
Note: for access to a wide range of relevant websites, see our Gateway to a
World of Resources at http://smhp.psych.ucla.edu
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**TRAINING AND JOB OPPORTUNITIES
<Clinician>
Licensed clinician (LCSW, MFT, Psychologist) to work with youth in group
therapy and community education. St. John's Well Child and Family Center,
Santa Monica, CA Contact Joey Manansala at (323) 541-1600 ext 1111.
<Faculty>
Assistant Professor in School Psychology, Oklahoma State University, School
of Applied Health and Educational Psychology, Stillwater, OK.
http://www.okstate.edu/education/sahep/sahepcore.html
For more information on employment opportunities, see
http://smhp.psych.ucla.edu. Go to Site Map and scroll down to
jobs. Following the listing of current openings, you will see links to
HRSA, SAMHSA, and other relevant job sites.
@#@#@##
"Keep your eye on the goal, your shoulder to the wheel, and your nose to
the grindstone –
now try to work that way." @#@#
##############################################################
**COMMENTS/REQUESTS/INFO/QUESTIONS FROM THE FIELD
>Amy Lax, Director of Public Relations & Development, NAMI Queens/Nassau,
asked us to let you know that they have been awarded a Kellogg Foundation
Grant for "Breaking the Silence: teaching the next generation about mental
illness." If you would like more information see
http://www.btslessonplans.org
>Valerie Zielinski asked that we provide more information their the 21C
Conference, Yale University, July 18-20, Omni New Haven Hotel, New Haven,
CT. A leadership and staff development conference for schools of the 21st
Century, Family Resource Center, Community Schools, and other school-based
family support programs. For more details, visit the website at
http://www.yale.edu/21c/conference.html, email yale21c at yale.edu or phone
203-432-9944.
> Comments about"The Lack of Influence of Support Services in Schools"
"Our district administration is really focused on test scores and teachers
feel conflicted about sending students out of class for individual and
group therapy. In our district test scores improved a little, then
flattened out. I agree with your assessment that the clinical approach we
have taken in the past is really overwhelmed. ... Our governor is concerned
about our low standing in education nation wide. He is proposing to spend
money for teacher professional development. I would like to see some of it
be in the area of social and emotional learning. I think parenting and
child development should be taught to everyone in high school...."
>Two comments about last month's emerging issues: Why do school
improvement plans continue to pay so little attention to student support?
"School support staff haven't been training or acquired skills/strategies
to fully appreciate the significance of incorporating social emotional
learning in subject matter. The national school culture is academic success
measured by standardized testing. Including student support in school
improvement planning doesn't mean these items will receive attention or
action. Our support staff go into classrooms, make presentations, and so
on, but it's still an extra or add on. It is not integrated. We continue
pulling the kids out of the river, we're not building the bridges
upstream. I think we're so busy trying to cope we don't have time to
re-envision roles. While many staff are open to learning additional
strategies, some see the students as needing to be fixed, not staff. It
just strikes me over and over how much easier student support would be if
school staff were trained in college that student support is everyone's job
all day long."
>"We have worked in our preservice preparation program to encourage
support staff to take a leadership role in schools to eliminate barriers to
high student achievement and to ensure an equitable education for all
students. I worked on a commissioned panel to get leadership training for
all Pupil Personnel Service personnel. Now all credential programs in
school counseling, school psychology, and school social work have to
provide education and skill development in the area of leadership. I think
we will see a shift in how student support will organize and work in
schools as more preparation programs instruct students in working as
leaders in school. There is a lot they can contribute to school reform."
Note: If you want to add your response related to any issue, send them to
ltaylor at ucla.edu. Responses to emerging issues are put on the Center
website at http://smhp.psych.ucla.edu. (Click on Net Exchange.)
##################################################################
THIS IS THE END OF THIS ISSUE OF ENEWS
Below is a brief description of our Center at UCLA For more see our website at
http://smhp.psych.ucla.edu.
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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