[mentalhealth-l] ENEWS: November, 2005 (vol. 10 #2)

mentalhealth-l at lists.ucla.edu mentalhealth-l at lists.ucla.edu
Tue Nov 1 09:02:05 PST 2005

ENEWS: A Monthly Forum for Sharing and Interchange

November, 2005 (vol. 10 #2)

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 

Feel Free to Forward this to Anyone


**Emerging Issue
         >Are Your Concerns Included in School Improvement Planning?

**This Month's Focus for Schools to Address Barriers to Learning
         >November – Responding to Referrals in Ways that Can "Stem the Tide"

**Disaster Aftermath Information & Sharing

**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:
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.

                 >Are Your Concerns Included in School Improvement Planning?

School improvement plans are increasingly shaping strategic changes at 
schools and districts. As the National Initiative: New Directions for 
Student Support has progressed, we have heard growing concern about the 
limited nature and scope of school improvement planning.

Current plans usually address core academic subjects and the strategies 
used to teach them, professional development, technical assistance, parent 
involvement, and measurable goals. They tend not to include much on the 
topic of addressing barriers to learning and teaching.

Those who are satisfied with current school improvement planning guides 
argue that they already cover the key facets of efforts "to improve the 
quality of teaching and learning in the school, so that greater numbers of 
students achieve proficiency in the core academic subjects of reading and 

Those who argue for expanding school improvement guides indicate that, 
especially in schools designated as in need of improvement, schools must 
plan on how to develop comprehensive systems of learning supports if all 
students are to have equal opportunity to succeed at school. Those 
concerned about new directions for student support argue that school 
improvement planning should rethink use of all staff who can provide 
necessary supports for students. They want school improvement plans to 
clarify that such staff are expected to lead the way in enhancing how 
classroom and school-wide programs address barriers to learning and 
teaching – including the development of systems for prevention and 
responding as early after problem onset as is feasible.

What's your position on this? Send your comments to ltaylor at ucla.edu and we 
will integrate and share them in next month's ENEWS.

For more on this issue, see the following Center Policy Reports
 >School Improvement Planning: what's Missing?

 >Addressing What's Missing in School Improvement Planning: Expanding 
Standards and Accountability to Encompass an Enabling or Learning Supports 

"The one million students who drop out of high school each year cost our 
nation more than $260 billion in lost wages, lost taxes, lost productivity 
over their lifetime... So I would suggest, for this and a host of other 
reasons, how well our students are doing is not just an education issue; 
it's an economic issue, a civic issue, a national security issue, and it's 
everybody's issue."
                 Margaret Spellings


"The suite charges many struggling students are essentially warehoused in 
the school auditorium, where they fill out worksheets for three hours a day 
and attend no classes. As a result, they fail to earn course credits needed 
for promotion, and then are told they can no longer attend the school. By 
pushing out students who are failing and unlikely to graduate, as well as 
truants and students with behavior problems, school can raise their 
test-score averages and graduation rates while reducing suspensions and 
dropout rates....the former principal complained that large schools were 
being forced to take all of the city's special education students and 
students with behavior problems while the small schools were not admitting 
these students."  10/12/05 The New York Times

The Substance Abuse and Mental Health Services Administration announced 
award to seven states over five years for Mental Health Transformation 
State Incentive Grants. The states that receive the awards will serve as 
platforms for learning about what strategies and activities do and do not 
work in transforming the states' mental health and related systems. 
9/28/05. SAMHSA News Release

Having a teacher who students perceive cares is associated with lower rates 
of drug and sexual risk behaviors among high risk youth, according to a new 
study headed by a University of Chicago researcher."Adolescents who 
reported low teacher connectedness were two times more likely to use 
marijuana and amphetamines, and two times more likely to be sexually 
active, have sex while high on alcohol or drugs, have a partner who was 
high on alcohol or other drugs during sex, and have multiple sexual 
partners," says Dexter Voisin, Assistant Professor in the University''s 
School of Social Service Administration. Although other studies have found 
that behavior improves when schools show concern for students, the new 
report is the first to show a significant association between teacher 
connectedness and anti-social behavior among delinquent teens. The findings 
were reported in an article "Teacher Connectedness and Health-Related 
Outcomes among Detained Adolescents," in the current issue of the Journal 
of Adolescent 
Health.  http://www-news.uchicago.edu/releases/05/051018.voisin.shtml

"Back in 2003, a federal commission created by President Bush recommended 
improving and expanding mental health programs in schools to provide help 
as early as possible to students with learning problems or those who might 
turn violent or disruptive. The commission highlighted one means of early 
diagnosis, the Columbia University "TeenScreen" program, that allows 
students -- with parental permission -- to get a mental health "check-up" 
via a computer-based questionnaire before graduating from high school.  The 
commission's 86-page report included this suggestion among a long list of 
recommendations to improve the U.S. mental health system. ... over the past 
two years, a cottage industry of fiery opposition has grown up around the 
proposal to expand mental health programs in the schools and has become a 
popular rallying cry for conservatives who see it as unwarranted government 
intervention in family life. The debate over school screenings is just part 
of a larger discussion over the role schools should play in ensuring 
children's mental heath. Many educators point to a clear connection between 
mental health and academic achievement. ..." 9//18/05 Pittsburgh Post-Gazette

On October 27, 2005, Mrs. Bush convened, "Making a Difference for America's 
Youth,"  the first-ever White House Conference on Helping America's Youth. 
The focus was on promoting public awareness of the various problems facing 
at-risk youth. It brought together policymakers, research experts, 
foundations, faith-based and volunteer organizations, educators, coaches, 
and parents to share examples of what is "already working to make a 
difference in the lives of young Americans, and to generate new ideas that 
can be used across the country." 

Private tutoring firms are spending only 56 cents of every taxpayer dollar, 
on average, to tutor children...The rest of the money pays for everything 
from executive and consulting staff, leases and maintenance to 
distributions to shareholders, according to new data–the first disclosure 
nationwide of how private companies are spending tax dollars for federally 
mandated tutoring." 9/26/05.  Chicago Tribune

"The first nationwide test to permit an appraisal of President Bush's 
signature education law rendered mixed results, with even some supporters 
of the law expressing disappointment. Math scores were up slightly but 
eighth-grade reading showed a decline, and there was only modest progress 
toward closing the achievement gap between white and minority students, 
which is one of the Bush administration's primary goals. In many 
categories, reports Sam Dillon, the gap remains as wide as it was in the 
early 1990's. By some measures, students were making greater gains before 
the law was put into effect. "The rate of improvement was faster before the 
law," Jack Jennings said. "There's a question as to whether No Child is 
slowing down our progress nationwide." Gage Kingsbury, of the Northwest 
Educational Evaluation Association, a nonprofit that carries out testing in 
1,500 school districts, said the results raised new concerns about the 
feasibility of reaching the law's goal of full proficiency for all students 
by 2014." 10/20 The New York Times

In Maryland and Virginia public schools, statewide exams are a cause for 
perpetual celebration. Scores go up almost every year in virtually every 
grade level and subject tested. On the Maryland School Assessment this 
year, scores rose in all 24 school systems. But according to the National 
Assessment of Educational Progress, Maryland students have improved their 
proficiency since 2003 in just one area -- 4th-grade math. Virginia scores 
are up, but not by much, and 8th-grade reading performance has stalled. To 
critics of the statewide exams, this sharp contrast is further evidence -- 
along with comparatively flat SAT scores, graduation rates and other 
measures -- that public education is not improving in an era of high-stakes 
testing. Washington Post

"Simplified stereotypes of "typical" Americans, Brazilians, Chinese, and 
other group are common but highly mistaken, according to a National 
Institute on Aging study that examined the accuracy of national character 
stereotypes in 49 cultures worldwide. The finding has important 
implications regarding beliefs that characterize groups of people..." 
10/6/05 NIH News Release

"A new national study provides some of the strongest evidence to date to 
support what many educators and parents of young children already believe: 
Children learn more in full-day kindergarten programs than they do in 
half-day programs. The findings, scheduled to be published in the February 
issue of the American Journal of Education, show that, on average, the 
learning gains that pupils make in full-day programs translate to about a 
month of additional schooling over the course of a school year. Nationwide, 
half of all kindergartners now attend full-day programs, either public or 
private. But such programs tend to be more common in certain parts of the 
country, such as the South and the Midwest, and in private schools." 
Education Week

"After spending $13.3 million and 10 years on demonstration projects in 
five cities, OJJDP found that almost nothing had a significant impact on 
gangs. But there were plenty of lessons, some of which are being applied to 
new gang efforts. The evaluations gave OJJDP insight into at least three 
key components for success: the efficacy of lead agencies, the use of 
outreach youth workers and the importance of alternative opportunities for 
gang members." http://www.youthtoday.org/youthtoday/oct05/researchspot.html

"When you are 21 years old and you step into a classroom, nothing else is 
really scary after that."
                 Sarah Fain

Each week the Center highlights a newsworthy story online at 

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

*Monthly Focus for Schools to Address Barriers to Learning

 >>November: Responding to Referrals in Ways that Can "Stem the Tide"
In the first months of the school year, supportive schools have taken steps 
to welcome and provide social supports to ensure that students have made a 
good adjustment to school and to address initial adjustment problems as 
they arise. Now come the referrals for students who are manifesting 
behavior, learning and emotional problems. These referrals can prompt 
school support staff to work with teachers to enhance what takes place in 
the classroom and throughout the school and address problems as soon as 
they arise.

By only improving the referral process schools often create the "field of 
dreams effect" – Build it and they will come! A key for the school team 
that processes referrals is not only to determine the best course of action 
for helping the students, but to analyze common problems and promote 
changes in order to minimize the need for similar referrals in the future.

In many instances an analysis will show that what looks like a student's 
problem is really a system problem. One place to start is with staff 
development to improve understanding of the motivational bases for many 
behavior, learning and emotional problems and what to do about them. It 
helps to work with the fundamental concepts of intrinsic motivation: 
Enhancing feelings of self-determination, competency, and connectedness to 

For more information on addressing motivational concerns, go to the Quick 
Find online clearinghouse topic
 >>"Motivation" at http://smhp.psych.ucla.edu/qf/motiv.htm – There you will 
see links to a range of online materials including the Center's Quick 
Training Aid on Re-engaging Students in Learning. This is designed as a 
staff development tool including handouts and overheads.

For more on improving referrals and case management, see the Quick Find on
 >>Case/Care Management at http://smhp.psych.ucla.edu/qf/casemanagment.htm 
– There you will link to resources such as the Center's
 >Case Management in the School Context
 >School-based client consultation, referral, and management of care

Teachers Lament: "Referring students for help is no problem at our 
school.  We refer...and refer...and refer...by November is unlikely that 
there are any available services left and the referral list is so long the 
team is unlikely to get to them all by the end of the school year."

In anticipating and planning for the rhythm of the school year, see "Ideas 
for enhancing support at school this month" on the Center website homepage 
at http://smhp.psych.ucla.edu

If you have specific concerns about how schools address barriers to 
learning and promote mental health, let us hear from you.  Email 
ltaylor at ucla.edu




*Hurricane Victims with Disabilities Receive Assistance Through Department 
of Education
President Bush signed into law on September 30 the Assistance for 
Individuals with Disabilities Affected by Hurricanes Katrina and Rita Act 
of 2005, granting the U. S. Education Department to fund Gulf Coast states 
for vocational rehabilitation services without matching state funds. The 
services may include education, training, assistive technology or various 
supports necessary for employment of individuals with disabilities affected 
by the hurricanes. 10/3/05.  U. S. Department of Ed Press Releases

*Thousands of Displaced Students Not Attending School
"At least 20,000 public school student uprooted by Hurricane Katrina are 
not attending any school, state Superintendent of Education Cecil Picard 
said. ...He said the effect of students leaving school because of 
hurricane-related problems is devastating. 186,565 public school students 
were displaced." 10/14/05 Baton Rouge Advocate

*Separate but Equal? Schooling of Evacuees Provokes Debate
"At the center of the dispute is whether the McKinney-Vento Act, a landmark 
federal law banning educational segregation of homeless children, should 
apply to the evacuees.  In Addition, because many of the stranded students 
are black, holding classes for them at military bases, convention centers 
or other emergency housing sites could run afoul of racial

*Charter School Proposal as a Disaster Response Halted
"An Orleans Parish Civil Court judge has ordered the School Board to stop 
its plans to charter public schools...The judge said "It is in this time of 
crisis, when the citizens of Orleans Parish are concerns about the very 
future of their communities, that the role of public input is crucial. The 
people of New Orleans are entitled to participate in the process that will 
potentially change the landscape of their public education system." 
10/16/05. The Times-Picayune
  desegregation plans still operating in some school districts." 9/14/05 
The Wall Street Journal

*Student Vouchers
"Legislation that would provide vouchers for students displaced by 
Hurricane Katrina was introduced by House Republicans. The vouchers, 
proposed by President Bush, could cover up to $6,700 per child for one year 
in a public or private school. Reg Weaver, president of the National 
Education Association, said it may be appropriate to provide some 
assistance to private schools with displaced students, but it should be 
through a much more modest existing federal program that lets public school 
districts get federal aid to assist private school students with 
transportation, books, uniforms and even some teacher costs. But 
Republicans say it is only fair to reimburse both public schools and 
private schools that are taking in students who otherwise might not be able 
to attend school for the entire 2005-06 school year." New Orleans 


*Mississippi – Statement sent to the schools by State Superintendent Hank 
Bounds" "It has been six weeks since Hurricane Katrina devastated our state 
and we have spent that time working tirelessly to reopen the schoolhouse 
doors for all students. I am so pleased to announce that, with two 
districts opening this week, we have only one remaining district left. The 
Bay St. Louis-Waveland School District is slated to open November 1. This 
signals that we are now entering Phase II of the rebuilding process. During 
this phase, we will concentrate on providing students the services, 
particularly counseling, that they need to cope with everything that has 
happened to them and continue to have a sense of optimism and hope for the 
future. ... One issue that must be addressed now that schools have resumed 
operation is how to make up the instructional time that was lost due to the 
storm. State law requires that schools provide 180 days of instruction for 
their students. However, when natural disasters occur, they can petition 
the Mississippi Board of Education for forgiveness of days missed. Due to 
the unprecedented widespread nature of the closures, the State Board felt 
it would be in the best interest of the schools and students to establish 
guidelines for districts to use in developing their individual plans for 
making up the days missed due to the storm. Understanding the difficulty of 
their circumstances and the financial hardship making up all the missed 
days would create, the State Board passed a measure to require all 
districts to provide 130 hours of instructional time for the completion of 
a Carnegie unit and 65 hours to complete half-units. Kindergarten through 
eighth grade will meet a minimum of 5.5 hours of instructional time per 
day, will meet the same number of instructional days as the high school and 
will ensure mastery of content. The State Board used the Southern 
Association of Colleges and Schools guidelines of 130 hours of instruction 
per Carnegie unit to arrive at this number. While Mississippi usually 
requires 140 hours, many of our surrounding states require less than 130. 
Using these guidelines, districts will develop a plan that fits their 
particular circumstances and submit it to the Mississippi Department of 
Education by November 15. The State Board will use a school district's plan 
on making up instructional time for missed days as a factor to consider 
when determining whether to hold a district harmless on accountability 

*Louisiana – Letter from New Orleans Acting Superintendent, Dr. Ora Watson 
to Parents, Employees and Residents of New Orleans – "We are making 
significant progress in our mission to reopen schools. Last week, the 
School Board approved the reopening of up to eight schools on the West 
Bank. These schools, to be reopened in November, will serve the entire city 
and accommodate students from any community. We're currently working on 
transportation plans and will have more to report on that at a later date. 
I believe that anyone who visits these schools will find the experience 
uplifting. National Guardsmen and volunteers from around the country are 
cutting grass, cleaning floors, painting walls and making the buildings 
shine. Of course, there was damage to roofs, windows and other parts of 
these buildings, but we are confident that through our ongoing efforts, 
these schools will be in great shape for the November opening. ...
We will open schools depending on the number of students who say they're 
coming back. So far, nearly 3,000 parents have contacted us to let us know 
their children intend to return to school in November. We have ample 
capacity beyond that .... Our goal is to get these schools open so that all 
those people who want to come back to New Orleans can know that there will 
be schools for their children."

*Parishes across the state are opening their schools. Some of the reopening 
issues reported are:
 >United States Department of Public Health must inspect every room in 
every school before it can reopen
 >Cafeterias must be certified by USDPH before they can receive food
 >Diesel fuel needed for buses (And, one parish had to issue the following 
plea: "Due to the evacuation of Plaquemines residents during Hurricane 
Katrina, many Plaquemines Parish school buses have been displaced 
throughout the state. If anyone sees a Plaquemines Parish school bus 
outside Plaquemines Parish, please call the Transportation Dept.")
 >Mold problems continue across school district
 >Nationally certified mold/mildew inspectors hired to test all facilities
 >Rescheduling of sports' events (and because sports are so important to 
students and the communities, the problems with the facilities of great 
concern, e.g., football stadiums that can't be used until structural 
engineers have certified them to be safe).

A November special session of the legislature has been proposed to address 
specific concerns related to the schools.

 >>>From a Colleague Working in School Health Care Centers in Baton Rouge
Our major issues have been:
1. As there was no previously set up collaborative working group in 
children's mental health in schools, though all collaborators are aware of 
each other, we needed to do that.
2. The school system was stressed before the hurricanes and has no new 
resources yet - though some are promised. Also, the school health systems 
were stressed as an organization and personally as providers, many of whom 
were and are housing people in their homes.
3. There was also no infrastructure for sending volunteer professionals 
into the schools - and many people requesting to do that - so that process 
was needed.
4. Although there are wonderful curricula out there for small groups, all 
of the above needed to be done before these were put in place.
5. The ideal, reliable, easily administered assessment tool does not appear 
to exist. So we have been using a modified version of one from the Dallas 
ISD and also modifying one from the NCTS network.

 >>>The Center is continuing to gather and share information and resources 
relevant to the aftermath of the disasters. If you would like to review 
what has already been circulated, go to  http://smhp.psych.ucla.edu and 
click on Crisis/Hurricane. If you have something to share, please email 
ltaylor at ucla.edu


*Children's Mental and Physical Health

 >Proposed Medicaid Cuts Further Damage the Health of Children in Foster 
Care (2005). D. Rubin, N. Halfon, R. Raghavan, & S. Rosenbaum.The report 
and fact sheet, Medicaid Facts, are available at: 

 >Relationships between peer harassment and adolescent problem behaviors 
(2005) J. Rusby, et al, Journal of Early Adolescence, 25(4) 
453-477.  Http://jea.sagepub.com/cgi/content/abstract/25/4/453?etoc

 >Emergency treatment of young people following deliberate self-harm (2005) 
M. Olfson, et al, Archives of General Psychiatry, 62:1122-1128.

 >Katrina's impact on mental health likely to last years (2005) R. Voelker, 
Journal of the American Medical Association, 294:1599-1600.

 >American Psychologist, September, 2005, Vol 60, Number 6:
 >>Children's mental health as a primary care and concern: a system for 
comprehensive support and service, P. Tolan & K. Dodge (601-614)
 >>Transforming mental health care for children and their families, L. 
Huang, et al (615-627) Summarized at 
 >>Promoting and protecting youth mental health through evidence-based 
prevention and treatment, J. Weisz, et al, (628-648)

 >Adolescent girls with high body satisfactions: who are they and what can 
they teach us? (2005) A. Kelly, et al, Journal of Adolescent Health, 37 (5) 
391-396. Http://www.sciencedirect.com

 >Posttraumatic Stress Disorders in Children and Adolescents: Handbook 
(2004). By R. Silva (Ed.) London: W. W. Norton.

 >Impulsivity in depressed children and adolescents: A comparison between 
behavioral and neuropsychological data (2005) M. Cataldo, et al, Psychiatry 
Research, 136 (2-3) 123-133. Http://www.sciencedirect.com

 >Case Formulation in psychotherapy: Revitalizing its usefulness as a 
clinical tool (2005) K. Sim, et al. Academic Psychiatry, 29:289-292. 

 >Challenges and opportunities of group therapy for adolescent substance 
abuse: A critical review (2005) Y. Kaminer, Addictive Behaviors, 30 (9) 
1765-1774.  Http://www.sciencedirect.com

 >Clinical predictors of treatment in a population of adolescents with 
alcohol use disorders (2005)  O. Bukstein, et al, Addictive Behaviors, 
30(9) 1663-1673. Http://www.sciencedirect.com

 >Self Esteem/Self Concept Scales for Children and Adolescents: A Review. 
By R. Butler, S. Gasson (2005) in Child and Adolescent Mental Health; 
Volume 10, Issue 4, Page 190 

*Family, School & Community

 >Mental health in schools: An opportunity to influence change in a period 
of transition.  In our Center's Fall 2005 newsletter. 

 >"Community Guide to Helping America's Youth: An Assessment Tool for Youth 
Outreach" introduced at the White House Conference on Helping America's 
Youth. "The guide is designed to help communities identify the challenges 
they face and give them specific steps to improve the lives of boys and 
girls in their communities." 

 >Work, postsecondary education, and psychosocial functioning following the 
transition from high school (2005) R. Aseltine & S. Gore, Journal of 
Adolescent Research, 20(6) 
615-639.  Http://jar.sagepub.com/cgi/content/abstract/20/6/615?etoc

 >Parents' perceptions of changes in mother-child and father-child 
relationships during adolescence (2005) C. Shearer, et al, Journal of 
Adolescent Research, 20(6) 662-684

 >Collaboration strategies for reforming systems of care: A toolkit for 
community-based action (2005) L. Donaldson,  Journal of Mental Health, 34 
(1) 90-102.  Http://www.metapress.com

 >Risk factors for community violence exposure in adolescence (2005) S. 
Lambert, et al, American Journal of Community Psychology, 36 (1) 29-48.

 >School climate predictors of school disorder: results from a national 
study of delinquency prevention in schools (2005) G. Gottfredson et al, 
Journal of Research in Crime and 
Delinquency  http://jrc.sagepub.com/cgi/content/abstract/42/4/412?etoc

 >Fragmented care for inner-city minority children with 
attention-deficit/hyperactivity disorder (2005) J. Guevara, et al, 
Pediatrics, 116 (4) e512-517

 >Validation of the risk and resiliency assessment tool for juveniles in 
the Los Angeles County probation system (2005) S. Turner, et al, 
Rand.  Http://www.rand.org/publications/TR/TR291/

 >Rethinking parent conferences (2005) S. Black, American School Board 
Journal, October, 2005  http://www.asbj.com/current/research.html

 >Facilitating youth self-change through school-based intervention (2005) 
S. Brown, et al, Addictive Behaviors, 30(9) 1797-1810. 

 >Reviewed online by Data Trends:
 >>The stigmatization of mental illness in children and parents: 
Developmental issues, family concerns and research needs. Journal of Child 
Psychology & Psychiatry, 46(7), 714-734. By S.P. Hinshaw, 
(2005).  http://www.rtc.pdx.edu/pgDataTrends.shtml

 >> "Unchartered Waters": The experience of parents of young people with 
mental health problems. Qualitative Health Research, 15(2), 207-223. By J. 
Harden (2005).

*Policy, Systems, Law, Ethics, Finances & Statistics

 >Cities, counties, kids, and families: The essential role of local 
government (2005). By Sidney Gardner. (University Press of America).

 >Using NCLB funds to support extended learning time (2005). The Finance 
Project and CCSSO. 

 >European Commission Green paper, "Promoting the Mental Health of the 
Population. Towards a Strategy on Mental health for the European Union" 

 >Intellectual, academic, and behavioral functioning of students with 
high-incidence disabilities: a cross-categorical meta-analysis (2005) E. 
Sabornie, et al, Exceptional Children, 72(1) 47-63

 >Effects of kindergarten retention policy on children's cognitive growth 
in reading and mathematics (2005) G. Hong & S. Raudenbush, Educational 
Evaluation and Policy Analysis, 27(3) 205-224.

 >A profile of the American high school senior in 2004 (2005) National 
Center for Education 
Statistics.  Http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006348

 >Mental health needs and services for youth in the foster care and 
juvenile justice systems (2005)  A. Dienst & L. Foster, 

 >Freeze Frame: A Snapshot of America's Teens (2005) National Campaign to 
Prevention Teen Pregnancy in conjunction with Child Trends. 

 >Who's left behind? Immigrant children in high and low LEP schools (2005) 
C. Consentino de Cohen, et al, Urban Institute. 

Note: The Quick Find Online Clearinghouse 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

"All generalizations are false!"


 >Alliance for Children and Families, Building Community Voices, December 
9, New York, NY.  Http://www.alliance1.org

 >Parent-child Interaction Therapy Conference, January 26-28, Gainesville, 
FL.  Http://www.pcit.org

 >Social Skills Interventions for Children and Adolescents with Autism 
Spectrum Disorders, Mood Disorders, ADHD, and Learning Disabilities, 
February 10, Tyngsboro, MA. Http://www.communityprograminnovations.com

 >National AfterSchool Association, February 23-25, Louisville, 
KY  http://www.naaconference.org

 >Child Welfare League of America, February 27-March 1, Washington, 
DC  http://www.cwla.org/conferences

 >Working with Children and Adolescents: Nurturing Resilience and Managing 
Resistance. March 16, Tyngsboro, MA. Http://www.communityprograminnovations.com

 >National Youth Leadership Council, March 23-25, Philadelphia, PA. 

 >Family Support American, Chicago, IL, March 26-29. 

 >American School Counselor Association, Chicago, IL, June 24-27. 

*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

"Thanks to television, for the first time the young are seeing history made 
before it is censored by their elders."
         Margaret Mead

"Until lions have their historians, all tales of hunting will glorify the 


See the electronic storefront for federal grants at http://www.grants.gov
You can use it to double check due dates and access applications.

Current examples:
 >>U. S. Department of Education (http://www.ed.gov)
 >>>Research on High School Reform (84.305R) Due 11/10/05

 >>Substance Abuse and Mental Health Services Administration 
 >>>Knowledge Dissemination Conference Grants (PA-06-001) Due 1/31 and 10/31

 >>National Institute on Alcohol Abuse and Alcoholism
 >>>Underage Drinking: Building Health Care System Responses. Due 12/19/05 

 >>National Institute of Mental Health
 >>>Interdisciplinary Behavioral Science Centers for Mental Health.  Letter 
of intent due 
1/18/05.  Http://grants.nih.gov/grants/guide/pa-files/PAR-04-004.html

 >Call for Papers
The California Center for Community-School Partnerships will be conducting 
an on-line Research & Evaluation Symposium between now and May 9, 2003. 
They are requesting proposals to offer papers for an on-line Compendium of 
Research and Evaluation Resources on School-Linked Services, Community 
Schools  and Learning Supports in public schools.

The Compendium will be available on-line through the CCC-SP web site at the 
University of California, Davis in Fall, 2003. The National Call for Papers 
is available now on our web site: http://ccc-sp.ucdavis.edu/papers/proposal/

"Words ought to be a little wild, for they are the assaults of thoughts on 
the unthinking."
         John Maynard Keynes


^   ^   ^ Updates from our Center at UCLA

In the mail:
Quarterly hardcopy newsletter: Feature policy article is: "Mental health in 
schools: An opportunity to influence change in a period of transition." 
Focus on practice includes "About Positive Psychology" and "Addressing 
School Adjustment Problems." Already online at: 

 >>>New Online:
 >>Center Policy Report: An Initial Look at Texas Policy Related to Mental 
Health in 
Schools  http://smhp.psych.ucla.edu/pdfdocs/policymakers/initiallook.pdf

 >>Report from the Texas Leadership Institute for Mental Health in 
Schools       http://smhp.psych.ucla.edu/pdfdocs/policymakers/texaspolicy.pdf

 >>Guidance Notes:
 >About Planning and Action for the Mental Health of Students and School 
Staff in the     Aftermath of a Natural 
Disaster  http://smhp.psych.ucla.edu/pdfdocs/planningneeds.pdf

 >Schools Helping Students Deal with Loss 

 >School Adjustment Problems 

 >Dropout Prevention http://smhp.psych.ucla.edu/pdfdocs/dropoutprevention.pdf

 >>Center Policy Issues Analysis Briefs:
 >Suicide prevention in Schools 

 >>>National Initiative: New Directions for Student Support
 >>Statewide summits:
 >November 14 in Harrisburg, PA
 >Plans for NJ Statewide Summit in January

For more information on this initiative, 
see:   http://smhp.psych.ucla.edu/summit2002/ndannouncement.htm

 >>>We continue to gather information from schools about the adjustment of 
students relocated due to the hurricanes. If you would like to tell us 
about your work with these students, please email ltaylor at ucla.edu

 >>>If you would like to read about what others are experiencing in their 
work with these students, go to our website at http://smhp.psych.ucla.edu 
and click on Crisis/Hurricane and read the update from 10/12/05.

For more information on the Center, go to the website at 
http://smhp.psych.ucla.edu or 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

^   ^   ^   From the Center for School Mental Health Analysis and Action
         >>For information from our sister center, 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

"It is better to know some of the questions than all of the answers."
         James Thurber


 >Resources on Mental Health Needs and Juvenile Justice Youth – Almost four 
pages of links and organizations with information and resources on mental 
health and juvenile justice issues. http://www.connectforkids.org/node/2979

 >The Research and Training Center on Family Support and Children's Mental 
Health in Portland, Oregon offers its rtcUpdates as email messages 
containing information about the RTC's recent research, publications, and 
other activities, as well as information about developments in the field of 
Children's Mental Health. To subscribe, go to the RTC home page at 
http://www.rtc.pdx.edu/ and click on the "Join our List!" link.

 >American Academy of Pediatrics Mental Health Web 

 >Cost-Effective Delinquency Prevention 
Programs  http://oja.state.wi.us/jj/section.asp?linkid=622&locid=80

 >Model Local School Wellness Policies on Physical Activity and Nutrition 
to assist local school districts meet the requirements of the Child 
Nutrition and WIC Reauthorization Act of 2004. 

 >Promoting Young Children's Mental Health, National Academy for State 
Health Policy, http://www.nashp.org

 >United Nationals World Youth Report 
2005  http://www.un.org/esa/socdev/unyin/wyr05.htm

 >Child Development pamphlets for teachers and parents, Responsive 
Classroom. Http://www.responsiveclassroom.org

 >Heads Up, materials for middle and high school students from NIDA and 
Scholastic  http://www.scholastic.com/headsup

 >Does Segregation Still Matter: The impact of student composition on 
academic achievement in high school, R. Rumberger and G. Palardy, Teachers 
College Record, September, 2005. Http://www.tcrecord.org

 >Knowledge path: Racial and Ethnic Disparities in Health, Maternal and 
Child Health Library. Http://www.mchlibrary.info/knowledgepaths/kp_race.html

 >Community Engaged Scholarship. Http://depts.washington.edu/ccph/toolkit.html

 >Making a difference: motivating gifted students who are not achieving 
(2005) D. Siegle and D. McCoach, Teaching Exceptional Children, 38(1) 22-27.

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



<Director of Programs>
Indiana Youth Institute, nonprofit statewide organization promoting healthy 
youth development. Indianapolis, IN, http://www.iyi.org/

<Deputy Director>
Department of Youth Rehabilitation Services, Government of the District of 
Columbia, Washington, DC.  Http://www.dyrs.dc.gov

School Psychology, University of Wisconsin, LaCrosse, WI. Deadline 11/18. 
Contact Emily Johnson, Chair, Department of Psychology.

<Predoctoral Internships>
Illinois School Psychology Internship Consortium at 
http://www.psychology.ilstu.edu/ispic Positions available in a variety of 
settings cross Central and Northern Illinois.

<School Nurse>
Mt. Mansfield Union High School, Jericho, VT. Contact Debra Beretta. 

<School Social Worker>
District U46, Kane County Regional Office of Education. IL. 

<School Counselor>
Houston ISD, TX. See http://www.houstonisd.org

Wellesley Centers for Women, Robert S. and Grace W. Stone Primary 
Prevention Initiatives – Empowering Children for Life.  Wellesley, 
MA.  Contact kscott at wellesley.edu

For more information on employment opportunities, see 
following the list of current openings, you will see links to HSRA, SAMHSA, 
and other relevant job sites.

"Luck is a dividend of sweat.  The more you sweat, the luckier you get."
         Ray Kroc

(1) Governor Bob Wise, president of the Alliance for Excellent Education as 
reported online –  "Reading is the heart of learning, and the nation is in 
the literacy emergency room showing a flat line on the education EKG. The 
results, nationally and for each state, clearly demonstrate that we still 
are not doing what is needed to help our older students build the reading 
skills they will need  to deal with increasingly complex high school 
courses. Twenty-nine percent of the country's 8th grade students are 
reading significantly below grade level and thee are the kids who are most 
likely to drop out of high school or graduate without the skills needed to 
succeed in college or the workplace.  Only 29 percent of students are 
actually reading at grade level or above. For the most part, we stop 
teaching our children how to read when they leave third grade, and expect 
that they'll continue to expand vocabulary and comprehension skills on 
their own.  That's like a builder laying the foundation of a house and 
leaving the buyer to put up the walls and roof without help.  The 
investments made in early grades to teach our kids to read are critical, 
but we must continue to intervene throughout their school years to assure 
that they are maintaining and expanding the literacy skills that are so 
necessary for success in life."

(2) Michael Greene, Director, YCS Center for the Prevention of Violence, 
East Orange, NJ:
"Thought you might be interested in the attached article:
Reducing Violence and Aggression in Schools, Trauma, Violence & Abuse, Vol. 
6, No. 3, July 2005, 236-253.
Excerpt from Abstract: This article offers a framework for understanding 
and responding to school-based aggression and violence...multi-level 
evaluations of integrated arrays of school-based violence prevention 
strategies need to be undertaken..."

(3) Cheryl Steckley, Louisiana Department of Education:
See "Rebuilding Louisiana through Education: Creating & Maintaining 
Healthful Psychosocial Environments in the Aftermath of Disasters." 

Look for the Hurricane Info and under it click on Healing Environment.

Do you have resources or information you would like to share with 
others?  Please let us know. Ltaylor at ucla.edu


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 #U45MC00175). 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

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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